Early Grade Reading Assessment (EGRA)
Education Evaluation Services in the Democratic Republic of the Congo (DRC) The DRC 2015 Early Grade Reading Assessment, Early Grade Mathematics Assessment, and Snapshot of School Management Effectiveness—Report of Lessons Learned, Revised
This report focuses on practical lessons learned from the implementation of these assessments that may be helpful for further assessments in the DRC and elsewhere.
Education Evaluation Services in the Democratic Republic of Congo (DRC) The DRC 2015 Early Grade Reading Assessment, Early Grade Mathematics Assessment, and Snapshot of School Management Effectiveness – Grade 3 Report of Findings
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), those same pupils’ receptive and productive oral French skills, and Grade 5 children’s ability to read in French. Other elements of the study provide insight into the numeracy skills of Grade 3 children in one district in Katanga as well as the French reading and numeracy skills of Level 3 pupils in the Accelerated Learning Programs (ALPs). The study also provides background context and data related to key pupil, teacher, head teacher, and school variables that are hypothesized to be good predictors of pupil performance in early grade literacy and numeracy. This diagnostic information will help policymakers make data-informed decisions regarding remediation strategies that can improve the quality of instruction and pupil learning outcomes in early primary grades.
English and French versions are available for download.
Education Evaluation Services in the Democratic Republic of Congo (DRC): The DRC 2015 Early Grade Reading Assessment and Snapshot of School Management Effectiveness Grade 5 Report of Findings
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), those same pupils’ receptive and productive oral French skills, and Grade 5 children’s ability to read in French. Other elements of the study provide insight into the numeracy skills of Grade 3 children in one district in Katanga as well as the French reading and numeracy skills of Level 3 pupils in the Accelerated Learning Programs (ALPs). The study also provides background context and data related to key pupil, teacher, head teacher, and school variables that are hypothesized to be good predictors of pupil performance in early grade literacy and numeracy. This diagnostic information will help policymakers make data-informed decisions regarding remediation strategies that can improve the quality of instruction and pupil learning outcomes in early primary grades.
English and French versions of the report are available for download.
School Quality Assessment for Education and WASH in Three UNICEF-Supported Regions
This is the inception report for the School Quality Assessment for Education and WASH in Three UNICEF-Supported Regions of Tanzania. The report outlines the approach to the study including the fundamental research questions and associated design to implementing the study.
Proposing Benchmarks for Early Grade Reading Skills in Liberia
Ministry of Education officials, district education officers, and a cross section of stakeholders attended this workshop over two days to begin Liberia’s first ever effort to define standards for student performance in key areas of reading skill development in grades 1, 2 and 3.
Proposing Benchmarks for Early Grade Reading and Mathematics in Ghana
The results of the 2013 national study on early grade reading and early grade mathematics provided the evidence base for developing benchmarks for reading and mathematics that are appropriate for the current Ghanaian context.
Benchmarks for Early Grade Reading Skills in Egypt
In spring 2013, USAID supported the MOE to conduct the first national baseline assessment of early grade reading skills. Findings of this national Grade 3 EGRA were presented to the MOE in June 2013 in a policy workshop. The workshop initiated USAID support to establish target benchmarks for improved reading skills in Grade 3 of MOE schools.
Setting and Using Benchmarks for Reading Performance
The spread of the Early Grade Reading Assessment (EGRA) has yielded a wealth of country-specific evidence on students’ literacy skills. Those data were then used to help a dozen countries set meaningful benchmarks for student reading performance.
This brief summarizes the approach used, shares the results of the benchmarking workshops, and draws some lessons from our experience.
Development and Pilot Testing of Additional Subtasks for the Early Grade Reading Assessment: EGRA 2.0
In 2016, RTI International suggested piloting additional subtasks to enhance the Early Grade Reading Assessment instrument. Researchers from RTI collaborated with a team of researchers in Accra, Ghana, to adapt, refine and pilot four subtasks. The work was funded under an EdData II task order, “Measurement and Research Support to Education Strategy Goal 1.” This report describes the skills assessed, the four subtasks, the pilot, and the results.
Complements to the Early Grade Reading Assessment: Spelling, Reading Comprehension, and Oral Language Subtasks
The EGRA has been a useful tool to understand students’ progress toward fluent reading. However, users are often left wanting additional information about reading comprehension, writing, and language. The subtasks that we piloted in the research activity
described in this brief can give researchers and practitioners more detailed information to understand the early literacy abilities of students in low-income contexts.