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Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions?

Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions?

Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions?

To what extent did the Uganda School Health and Reading Program interventions1 improve early grade reading and the teaching of early grade reading in USAID/Uganda-supported primary schools over the course of the 2013 academic year?

This report summarizes the findings from a baseline assessment that was conducted in February and March, 2013 to determine the current status of reading achievement in the schools in which the School Health and Reading Program will be working, as well as achievement in “control” schools that will be

NORC at the University of Chicago is conducting a quasi- experimental impact evaluation of the NEGRP.

Briefer: Final Early Grade Reading Assessment Results from the USAID/Uganda School Health and Reading Program.

The traditional face-to-face (FTF) survey method cannot accommodate the privacy needed to mitigate the effect of social-desirability bias, particularly with the most sensitive topics such as corporal punishment and sexual violence, nor does it provide a means to elicit authentic responses.

This annotated bibliography, originally created as a supplement to a research poster, compiles the output from an RTI internal research and development (IR&D) award.

Programs to promote social and emotional learning (SEL) risk making assumptions about the global relevance of core competences. Because scholarship is lacking about SEL in many parts of the world, new approaches are needed to contextualize the goals of SEL programs in a realistic time frame.