The Early Grade Reading Barometer is an interactive dashboard that lets you: - SEE an overview of how well students are reading, the percentage of struggling readers, and how comprehension is associated with reading fluency. - VIEW information about student performance on EGRA subtasks. See how outcomes vary by key student and school characteristics. - EXPLORE how different EGRA subtasks are related to one another. View graphic displays of these relationships. - CHOOSE a target oral reading fluency benchmark, and see information on how many students are meeting the targeted benchmark now and how the percentage of students meeting the benchmark value could change over time. - SEE how countries compare with each other with respect to student outcomes on EGRA assessments and progress towards meeting UN SDG Goal 4. - REVIEW the impact of interventions aimed at improving the fundamental reading skills of students. - COMPARE how the distributions for selected EGRA subtasks have changed or remained the same over time.

CIES presentation of Early Childhood Education landscape report for the Asia region under All Children Reading - Asia.

This presentation introduces the panel of authors who presented at CIES 2019 about their chapter of the book.

Over the course of four years (ending in 2016), the Department of Education (DepEd) in the Philippines grew increasingly self-sufficient at managing all aspects of early grade reading assessments (EGRAs). As DepEd’s capacity developed over time, the role of the technical assistance provided through the Education Data for Decision Making project (EdData II) shifted, diminished, and then disappeared altogether. International development professionals sometimes cite the cliché, “If we were truly successful, we would be working ourselves out of a job.” That sentiment now informs USAID’s goal to help each country on a journey to self-reliance. The EdData II project’s work in the Philippines provides some examples of what such a journey might include.

Assessment of learning and the quality of early learning environments is an important component of early childhood education. This brief outlines the existing early learning assessments of children and environments used in the Asia region, excluding diagnostic and screening assessments.

The quality of instruction in the classroom is key to children's learning and development. This brief looks at the dimensions of guided play, emergent literacy, emergent mathematics, and language of instruction on the quality of instruction.

Training opportunities and appropriate teacher curriculum are often insufficient, and effective regulatory frameworks for preparing, staffing, and monitoring ECE teachers are often lacking. This brief presents selected country-by-country findings on policy relating to ECE teacher quality in six countries in Asia.

Governance and financing of early childhood education (ECE) are complex, involving multiple actors, levels, objectives, and approaches, from general expansion of education access to targeted coverage of the most underserved. Coordination of actors and local community engagement in ECE are important dimensions in the governance and sustainability of ECE, above and beyond specific financing sources and arrangements. More than policies or systems alone, the quality and nature of governance is directly linked to a program’s chances for sustainability.

This report examines available evidence from the Asia region on the current state of ECE interventions, focusing on the 10 countries in the region3 that currently benefit from US Agency for International Development (USAID) education programming. In Asia, many national governments have prioritized the expansion of access and quality improvements of pre-primary education (Sun, Rao, & Pearson, 2015). USAID will support those efforts as part of a coherent approach to improved learning outcomes in primary school.

Children with disabilities are less likely to be enrolled in school in low- and middle-income countries in Asia and beyond. Further, in most school systems in these countries, children with disabilities are not identified as having a disability and thus do not receive necessary support, even when the country has an inclusive policy education. Reports and studies indicate gaps in the identification of children with disabilities in school systems, gaps in teacher professional development and support, and a lack of specialized materials and resources. This desk review aims to provide critical information to policymakers and practitioners in US Agency for International Development (USAID) focal countries in Asia on the landscape of inclusive education for children with disabilities. Four main sets of research questions guide this desk review: 1) What are the disability prevalence rates in USAID-supported countries across Asia, and where do gaps exist in available data on students with disabilities? 2) What are the primary and secondary school completion rates of children with disabilities? 3) What policies exist, how do they vary across countries in USAID-supported countries in Asia, and are they being effectively implemented? 4) What is the education landscape for children with disabilities in USAID-supported Asian countries? What interventions to date have shown promise in improving aspects of inclusive education for children with disabilities, and what are the costs associated with implementing such programs?