Resources

This final report summarizes main findings and lessons learned from the piloting of lot quality assurance sampling (LQAS) in the education sector in Tanzania. It also suggests next steps for...

A National Policy Dialogue Workshop was held on July 1, 2015, followed immediately by a Benchmark Setting Workshop July 2–3, to address the question: "What is an acceptable level of reading and...

This report explores teacher issues and policies in sub-Saharan African countries via three interrelated questions and methods, each of which is discussed in turn. First, the paper presents the...

The USAID-funded Early Grade Reading Activity has been active in 11 districts in Malawi, one of which, Ntcheu, has been selected for implementation of this pilot SBCC campaign. Having seen that...

This brief discusses the data collected for Cluster 3 schools using the Early Grade Reading Assessment (EGRA) from 112 randomly selected government primary schools in 9 program districts in...

This report summarizes the findings from a baseline assessment that was conducted in February and March, 2015 to determine the current status of reading achievement in the “Cluster 3” schools in...

Article published in the International Journal of Educational Development. Volume 40, January 2015, Pages 315–322. Published abstract: The rise and widespread adoption of the early grade reading...

Article published in the International Journal of Educational Development. Published abstract: "What should be considered when developing a literacy intervention that asks teachers to implement...

This study primarily provides USAID and the GDRC with information regarding the ability of Grade 3 children to read in three of the DRC’s national languages (Lingala, Kiswahili, and Tshiluba),...

Student literacy assessments contribute to identifying the U.S. Agency for International Development’s (USAID’s) progress toward Goal 1: improving reading skills for 100 million children by 2015....