Resources

Early Grade Reading Assessments (EGRAs) measure students’ progress in reading through individual administration of an oral survey of foundational reading skills. Administration is generally...

This report presents the findings of a document review focused on the Lao People’s Democratic Republic (Lao PDR). This report forms part of a broader study that aims to explore the system and...

The purpose of this field guide is to introduce concepts, tools, and group activities that can be used to guide educators in co-creating locally defined prototypes of future learning spaces that...

The U.S. Agency for International Development (USAID) Systems Strengthening Review set out to understand how a portfolio of 20 USAID-funded Activities to improve learning outcomes for students,...

The purpose of the U.S. Agency for International Development (USAID) Asia All Children Reading (ACR) Inclusive Education Review is to examine disability-inclusive basic education programming,1...

The All Children Reading–Asia (ACR–Asia) Return to Learning Cambodia Case Study was designed to research the Cambodia Ministry of Education, Youth, and Sport’s (MoEYS’s) response to the disruption...

ACR–Philippines falls under All Children Reading–Asia, a broader program implemented by RTI International across multiple countries in the Asia Region. The activities directly contribute to...

This study uses national Grade (G) 3 Early Grade Reading Assessment (EGRA) data from 2013, when G3 students learned to read in Filipino and English rather than a mother tongue, and comparable data...

This reference document is a companion to the Language Complexity Study conducted by RTI International under the All Children Reading–Philippines project in 2020. The study was a secondary...

Over 91% of the total student population worldwide has been affected due to school closures caused by COVID-19, according to UNESCO. How can the system ensure education of the country that every...