Reports | 18 March 2021
School-based technology and the shift to remote learning during COVID-19: Exploring remote learning readiness of school districts in the Philippines
This research dives into the results of a 2019 survey of district ICT coordinators, school ICT coordinators and teachers in the Philippines, which collected information on the use of ICT in schools before the pandemic and school closures.
Presentations | 8 March 2021
Measuring Early Reading Achievement in the Philippines: How Data Can Support Policy-Making? (2019 National EGRA results)
This presentation describes results from the 2019 National EGRA study, comparing it to the same study that was done in 2013. It was presented at the International Mother Languages Conference and Festival, organized in the Philippines in 2021.
Reports | 26 February 2020
Evaluación de Lectura Inicial en El Salvador: Informe Final
La Agencia de los Estados Unidos para el Desarrollo Internacional (USAID) decidió financiar este estudio para proporcionar información actual al Ministerio de Educación (MINED) y al Gobierno El Salvador sobre el desempeño en lectura de los estudiantes de segundo y tercer grado a nivel nacional y,
Presentations | 28 July 2019
Global Learning XPRIZE Data Summary
This presentation was delivered to a team of researchers who participated in a "Data Deep Dive" convened by the XPRIZE Foundation after the announcement of the Global Learning XPRIZE award.
Reports | 9 January 2019
Cambodia, Student Performance in Early Literacy: Baseline Report
This report presents the results of a baseline assessment of upper preschool and grade 1 student performance in pre-literacy and early grade reading. The assessment included samples drawn from three provinces in Cambodia: Kampong Thom, Siem Reap, and Battambang (control).
Reports | 28 March 2018
Uganda Early Years Study: Final Report
The British Department for International Development (DFID) has partnered with the Ugandan Ministry of Education and Sports (MoES) to conduct empirical research on inefficiencies in the Ugandan education system.
Reports | 11 October 2017
Repetition of Primary 1 and Pre-primary Education in Uganda
This paper describes a 2016 pilot study undertaken in Uganda to document the real repetition rate in Primary 1 classes and to examine the relationship between repetition in Primary 1 and
attendance in pre-primary education.
Presentations | 19 March 2017
Examination of Over-Enrollment, Repetition, and ECD Access in Uganda [Presentation]
[Presentation delivered at CIES 2017]. Education system data has indicated a pattern of over-enrollment in the early grades in some low-income countries.
Infographics | 11 November 2016
Assessing the impact of language on pupil learning
This poster presented at the 2016 Comparative International Education Society (CIES) Conference in Vancouver, British Columbia, explores the relationship between Language of Instruction on pupil EGRA outcomes in Zambia and Ghana and uses GIS data to map information on languages spoken in a given are
Reports | 15 September 2016
Data for Education Programming in Asia and Middle East: Philippines EGRA Four Language Study – 2015 Follow-On
A year after the first baseline EGRA was completed in four language regions, a follow-up survey was administered to samples of 30 to 40 teachers and 375 to 400 students per grade in the same regions (randomly sampled).