Reports

Beginning in Spring 2013, MOE, in collaboration with READ TA, began the process of developing new reading curriculum and materials for MT reading in grades 1-8 by first reviewing and validating findings for what was currently in existence.

Beginning in Spring 2013, MOE, in collaboration with READ TA, began the process of developing new reading curriculum and materials for MT reading in grades 1-8 by first reviewing and validating findings for what was currently in existence.

To reinforce school-based education efforts, increased attention is being paid to what happens when children are not in school, especially when they are at home.

From December 2014 to June 2015, the Nigeria Reading and Access Research Activity (RARA) evaluated the effectiveness of an instructional approach to improving Hausa early grade reading outcomes among Primary 2 pupils in the Northern Nigerian states of Bauchi and Sokoto.

The Tanzania National Early Grade Reading Assessment (EGRA) aims to gather data about the progress of Standard 2 students against the national benchmarks developed and adopted in 2014 and to collect contextual information about the implementation of the 3Rs (reading, writing, and arithmetic) reforms

In July 2013, the National Baseline Assessment for 3Rs (Reading, Writing, and Arithmetic)Using Early Grade Reading Assessment (EGRA), Early Grade Mathematics Assessment (EGMA), and Snapshot of School Management Effectiveness (SSME) was initiated.

This report summarizes main findings and lessons learned from the piloting of lot quality assurance sampling (LQAS) in the education sector in Ghana. It also suggests next steps for applying LQAS more broadly for education program monitoring.

The Malawi Early Grade Reading Activity (EGRA), funded by the United States Agency for International Development (USAID) and implemented by RTI International, is designed to support the Malawi Ministry of Education, Science and Technology (MoEST) in improving the reading performance of Malawian lear

Under the United States Agency for International Development (USAID) Education Data for Decision Making (EdData II) contract, RTI International was awarded Task Order (TO) number 14, Iraq Education Surveys project–MAHARAT (the Arabic word for “skills”), which sought to improve education-related serv

This reports summarizes a process to improve performance management and accountability that emphasized participatory data collection and use in Northern Nigeria.