Jordan

Success story about a recent kindergarten initiative under USAID's Early Grade Reading and Mathematics Project to help children and parents prepare to enter school.

In 2013–14, in response to the success of a reading and mathematics intervention, the Ministry of Education in Jordan developed and piloted a remedial program to provide differentiated (focused) support to the lowest performing children.

In 2013–14, in response to the success of a reading and mathematics intervention, the Ministry of Education in Jordan developed and piloted a remedial program to provide differentiated (focused) support to the lowest performing children.

In 2013–14, in response to the success of a reading and mathematics intervention, the Ministry of Education in Jordan developed and piloted a remedial program to provide differentiated (focused) support to the lowest performing children.

In 2013–14, in response to the success of a reading and math intervention, the Ministry of Education in Jordan developed and piloted a remedial program to provide differentiated (focused) support to the lowest performing children.

In 2013–14, in response to the success of a reading and mathematics intervention, the Ministry of Education in Jordan developed and piloted a remedial program to provide differentiated (focused) support to the lowest performing children. In Jordan, the remedial pilot activity included two teacher a

Presentation delivered at CIES 2017 (Atlanta). CIES Panel title: Measuring regional progress toward early grade reading and mathematics targets in a national application of LQAS as part of the RAMP Initiative in Jordan.

Presentation delivered at CIES 2017 (Atlanta). A systematic way to use baseline evaluation studies to help define and identify disadvantaged schools in an intervention program.

In response to the growing need to improve learning outcomes, USAID's 2011 Education Strategy focused on improving the teaching and learning of reading in early grades.

Motivation is key to behavior change in teaching and learning processes. Motivated teachers are thought to be more likely to be willing to experiment with different instructional approaches in the classroom. Motivated students are hypothesized to put forth extra effort during learning activities.