Resources

Improving learning outcomes at scale is hard. That may seem obvious, but only recently have policymakers and donors become aware of just how dire—and broad—the learning crisis is. Most of their...

In 2018, the Literacy Achievement and Retention Activity embarked on a longitudinal study to better understand how the Journeys intervention positively shifts its intermediate results and the...

Briefer: Final Early Grade Reading Assessment Results from the USAID/Uganda School Health and Reading Program. This briefer compares English and local language reading fluency and comprehension...

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. Each fiscal year, RTI...

An overview of the results of a nationally-representative Early Grade Reading Study conducted in 2019 in the Philippines. The full report is available.

An overview of the results of a nationally-representative Early Grade Reading Study conducted in 2019 in the Philippines. The full report is available.

This tool is used by school support actors (e.g., DEOS, DIS, MEOs, DIS, MIS, IS, CCTs, head teachers, project staff) to monitor and support implementation of Journeys for school staff and Journeys...

At CIES 2019, Dr. Benjamin Piper reflected on the use of experimental and implementation research to inform the scale-up and success of the USAID Tusome Early Grade Reading Activity in Kenya.

The USAID/Uganda School Health and Reading Program (SHRP) works through existing Ministry systems to provide reading instruction in 12 local languages and English to over 3,000 primary schools. A...

Dr. Benjamin Piper and Dr. Yasmin Sitabkhan presented findings at CIES 2019 on gender and math in the preschool years from the Kenya Tayari program.