Reports | 13 February 2017
Teacher Professional Development and Support Systems: An Analys is of Seven Language Areas in Ethiopia (A READ TA Baseline Assessment Report)
Beginning in Spring 2013, MOE, in collaboration with READ TA, began the process of developing new reading curriculum and materials for MT reading in grades 1-8 by first reviewing and validating findings for what was currently in existence.
Reports | 13 February 2017
READ TA Information and Communication Technology (ICT) Baseline Assessment Report
Beginning in Spring 2013, MOE, in collaboration with READ TA, began the process of developing new reading curriculum and materials for MT reading in grades 1-8 by first reviewing and validating findings for what was currently in existence.
Reports | 26 January 2017
Senegal Behavior Change Communication Research Baseline Report
To reinforce school-based education efforts, increased attention is being paid to what happens when children are not in school, especially when they are at home.
Reports | 25 January 2017
Nigeria Reading and Access Research Activity (RARA): Results of an Approach to Improve Early Grade Reading in Hausa in Bauchi and Sokoto States
From December 2014 to June 2015, the Nigeria Reading and Access Research Activity (RARA) evaluated the effectiveness of an instructional approach to improving Hausa early grade reading outcomes among Primary 2 pupils in the Northern Nigerian states of Bauchi and Sokoto.
Briefs | 25 January 2017
Improving Learning Outcomes through Mother Tongue-Based Education
This four-page brief provides an overview of the learning and other advantages of providing educational instruction in mother tongue, or familiar, languages. The brief also contains information on factors to consider when developing a mother tongue-based education program.
In the News and Impact Stories | 23 January 2017
"How Do You Know If Aid Really Works? Turns Out ... We Often Don't", NPR.org (21 January, 2017)
This article points out the increase in RCT's for impact evaluation, and reports on a recent conference at the Center for Global Development to take stock of RCTs in development.
Reports | 18 January 2017
ABE - ACR Tanzania National EGRA Pilot Study Report
The Tanzania National Early Grade Reading Assessment (EGRA) aims to gather data about the progress of Standard 2 students against the national benchmarks developed and adopted in 2014 and to collect contextual information about the implementation of the 3Rs (reading, writing, and arithmetic) reforms
Briefs | 18 January 2017
National Baseline Assessment for 3Rs (Reading, Writing, and Arithmetic) in Tanzania (Summary Brief)
Reading, writing, and arithmetic are the focus of the 3Rs campaign, a derivative of the Big Results Now initiative enacted by the Government of Tanzania in 2013.
Reports | 18 January 2017
National Baseline Assessment for the 3Rs (Reading, Writing, and Arithmetic) Using EGRA, EGMA, and SSME in Tanzania
In July 2013, the National Baseline Assessment for 3Rs (Reading, Writing, and Arithmetic)Using Early Grade Reading Assessment (EGRA), Early Grade Mathematics Assessment (EGMA), and Snapshot of School Management Effectiveness (SSME) was initiated.
Toolkits and Manuals | 17 January 2017
Early Grade Reading Assessment (EGRA) Toolkit, Second Edition in Arabic
The attached document is the Arabic-adapted Early Grade Reading Assessment (EGRA) Toolkit, Second Edition.