Jordan, R.

This report summarizes the findings from a baseline assessment that was conducted in February and March, 2015 to determine the current status of reading achievement in the “Cluster 3” schools in which the Program is currently working, as well as achievement in control 1 schools that will be used as

Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions?

Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions?

Briefer: Final Early Grade Reading Assessment Results from the USAID/Uganda School Health and Reading Program.

Children’s development is significantly attributed to their experiences at home, from birth through the early years of schooling, and responsive caregiving from early on has a significant impact on later learning outcomes.

In this CIES 2019 presentation, Rachel Jordan presents how Tangerine Tutor is used to conduct and improve upon classroom observations in the USAID Uganda School Health and Reading Program.

In an optimally efficient education system, all children enroll and complete the primary cycle in a one year to one grade ratio, acquiring basic reading, math and critical thinking skills along the way.

CIES 2018 Presentation, given by Rachel Jordan. In Uganda, and many other settings, too few children are learning how to read. In response, countries have embarked on national reading programs. Unfortunately, these programs are rarely evaluated rigorously at a large scale.

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.