RTI International

This brief focuses on the P1 learners from the Uganda School Health and Reading Program (SHRP) and their changes in local language reading skills and abilities as well as their learning environment (classroom teaching) in the area of reading.

This brief discusses the results from the EGRA Baseline conducted in in February and March, 2013 in Uganda as part of the USAID-funded School Health and Reading Program (SHRP). Data were collected from 300 randomly selected government primary schools in 14 districts in Uganda. 7,463 P1 and 2,163 P31 learners were assessed in one of four local languages (Ateso, Leblango, Luganda and Runyankore/Rukiga) and English.

This baseline report discusses the results from an Early Grade Reading Assessment (EGRA) where data were collected from 300 randomly selected government primary schools in 15 districts in Uganda (11 program districts and 4 control districts). EGRA data were collected in five languages—Ateso, Leblango, Luganda, Runyankore/Rukiga, and Englishall learners were assessed in English and in one of the four local languages. For this baseline, 7,844 P1 and 2,163 P3 learners were assessed. In addition to this, 69 P1 reading lessons were observed and 289 teachers and 280 head teachers were interviewed about the support that they received or were able to provide in the area of reading.

This brief discusses the Nigeria Reading and Access Research Activity and the research on education access conducted through the various desk studies, surveys, and evaluations as part of the activity.

The attached document is the assessor protocol in Lusoga used in an EGRA administered in Uganda in October 2015.

The attached document is the pupil stimulus in Lusoga used in an EGRA administered in Uganda in October 2015.

This report shares the findings from a study of early grade reading skills and classroom practices in Mali which was conducted in three regions of Mali (Koulikoro, Sikasso and Ségou) in May 2015 at the end of the school year. Children in Grade 2 in classique and curriculum schools were assessed in letter-sound identification, individual word and short story reading, and reading comprehension. Children in medersas were assessed in basic oral French vocabulary knowledge. One class was selected for classroom observation in each of the sampled schools in order to help better understand prevailing teaching practice in the sampled schools.

The first component of this EdData II research report (RTI Task 30) was a desk study of literacy instruction in primary schools in Honduras. The researchers reviewed curriculum materials and investigated the instructional practices and use of materials by teachers in primary schools. The second component was an October 2014 field study that involved collecting quantitative and qualitative data from 43 schools in grades 2, 3, 5, and 6, on effective teacher practices, school environment, and infrastructure related to early grade reading instruction.

This presentation provides data on Islamic schooling in Nigeria. The presentation was prepared for and presented at a dissemination event in Abuja, Federal Capital Territory. The data for this presentation was collected under the USAID-funded National Education Data Survey for Nigeria (NEDS 2015).

This presentation provides data on cost of schooling in Nigeria. The presentation was prepared for and presented at a dissemination event in Abuja, Federal Capital Territory. The data for this presentation was collected under the USAID-funded National Education Data Survey for Nigeria (NEDS 2015).