Global

This toolkit is the product of ongoing collaboration among a large community of scholars, practitioners, government officials, and education development professionals to advance the cause of early reading assessment and acquisition among primary school children in low-income countries. Extensive pe

The Improving Learning Outcomes for Asia (ILOA) regional project works closely with USAID’s Asia Bureau and Missions across the region to identify key questions and challenges Mission staff face in their day-to-day work.

Remediation -- providing additional support to help students catch up to and/or master the content being taught in class -- is needed by many students but is often challenging to implement.

RTI’s latest mobile EdTech product, "Loquat", uses language-agnostic speech activity detection to determine when someone is talking. It then passes the detected speech to a voice type classifier to establish who is currently speaking.

The rise in popularity of the Nurturing Care Framework, which describes the enabling conditions for a child to thrive in the first several years of life, has resulted in an increase in global attention on parenting and child development.

*** This is the Russian translation of the Science of Teaching Structured Pedagogy Guide Literature Review *** Результаты обучения в странах с низким и средним уровнем дохода являются катастрофически низкими.

In order to obtain feedback on and confirm the validity of the draft Early Grade Reading Assessment, RTI convened a meeting of cognitive scientists, early-grade literacy experts, research methodologists, and assessment experts to review the proposed key components of the draft assessment instruments

An integral part of a decentralized education system hierarchy is the “middle tier” comprising subnational actors in charge of education delivery at the regional, provincial, state, district, municipality, city, or circuit and cluster levels.

Traditional projects in education introduce innovations at the school level, sometimes improving learning in a defined number of schools. The hope is that somehow piloted successes can be replicated or taken to scale. But too often they are not.

While there has been substantial investment in early-grade reading in low- and middle-income country contexts (LMICs) in the last 15 years, and a concomitant increase in evidence around what works to improve reading outcomes, there has been much more limited investment in early-grades mathematics.