Ghana

Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs).

The Learning at Scale study aimed to investigate factors contributing to successful improvements in learning outcomes at scale in eight of the most effective large-scale education programs in LMICs (see the map of programs on the last page of this brief).

The Learning at Scale study was designed to identify existing early grade reading programs with demonstrated impact on basic skills at scale and to conduct in-depth investigations of these programs to determine what makes them successful.

The Early Grade Reading Barometer is an interactive dashboard that lets you: - SEE an overview of how well students are reading, the percentage of struggling readers, and how comprehension is associated with reading fluency. - VIEW information about student performance on EGRA subtasks.

Under the USAID Partnership for Education: Testing activity, a teacher questionnaire was introduced to the 2015 national EGRA/EGMA survey in Ghana.

The National Education Assessment Unit (NEAU) of the Ghana Education Service (GES) conducted a national Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA) in July 2015.

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 state of issues related to teaching and learning in sub-Saharan African countries.

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.

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.

This report summarizes main findings and lessons learned from the piloting of lot quality assurance sampling (LQAS) in the education sector in Ghana. It also suggests next steps for applying LQAS more broadly for education program monitoring.