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. A similar process for the remaining three activity areas began in May 2013 with rapid baseline assessments for pre- and in-service teacher training and ICT in Colleges of Teacher Education and primary schools. This report is one in the series that outlines not only the findings and validation process for the baseline assessment for the respective activity area, but also presents conclusions and recommendations to MOE for review and approval so that READ TA work under the associated activity area can begin.

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. A similar process for the remaining three activity areas began in May 2013 with rapid baseline assessments for pre- and in-service teacher training and ICT in Colleges of Teacher Education and primary schools. This report is one in the series that outlines not only the findings and validation process for the baseline assessment for the respective activity area, but also presents conclusions and early recommendations to MOE for review and approval so that READ TA work under the associated activity area can begin.

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. A similar process for the remaining three activity areas began in May 2013 with rapid baseline assessments for pre- and in-service teacher training and ICT in Colleges of Teacher Education and primary schools. This report is one in the series that outlines not only the findings and validation process for the baseline assessment for the respective activity area, but also presents conclusions and early recommendations to MOE for review and approval so that READ TA work under the associated activity area can begin.

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. This report presents the key findings from a survey conducted in two regions of Senegal in April 2015 to determine the reading support that children receive at home. The survey sample was drawn from schools in which the Associates in Research and Education for Development (ARED), a Senegalese nongovernmental organization (NGO), is implementing a bilingual (French/Wolof) curriculum in grade 1 (designated as “CI” in Senegal) and grade 3 (CE1). Schools were selected from two zones in Senegal: (1) Kaolack, which serves as the intervention area; and (2) Rufisque, which serves as the control area.

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 approach was designed and implemented by RTI International, in collaboration with Nigerian education authorities, in particular the State Universal Basic Education Boards (SUBEBs) of Bauchi and Sokoto, as well as Colleges of Education (COEs) in these states. It was funded by the United States Agency for International Development (USAID) through the Education Data for Decision Making (EdData II) mechanism (www.eddataglobal.org). This report presents the results of the reading approach evaluation on teacher practices, children's reading outcomes, and instructional leadership.

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 for early grade teachers in Tanzania. The pilot study is an important part of the life cycle of the study because the information collected helps us improve several aspects of our data collection for the full survey. This report will provide an introduction to the pilot study, describe the analyses conducted, discuss quality control measures implemented during the pilot, and explain how the assessment instruments were finalized based on the pilot study data.

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. The purpose of this assessment was to monitor the achievement levels of students in the early grades with regard to foundational skills in reading, writing, and arithmetic.

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 learners in Standards 1–3. One of the primary goals of the Activity is improving the quality and availability of pedagogical materials for early grade reading; to do so, EGRA developed a teacher’s guide with scripted lessons plans (SLPs) for classroom teachers to follow when teaching lessons in both Chichewa and English. A goal of this study was to investigate teacher use of the SLPs in Standard 1 and 2 classrooms. EGRA included teacher training and in-class support for teachers as they used the SLPs. Teachers received several days of specific, targeted training each year regarding phonics-based reading instruction and the gradual release of responsibility model (I do, We do, You do). They also received theory- and practice-based training in the use of the SLPs to deliver high-quality instruction and practicum sessions during which they delivered lessons to groups of current Standard 1–3 learners. The purpose of this study was to shed light on how teachers were using the SLPs in their classrooms to better understand the ways in which the trainings and the materials themselves were supporting teachers, and the ways in which the trainings could be modified.

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 services and the quality of primary schools in Iraq. The US$3.7 million fixed-price contract consisted of three education surveys to be administered in Iraq over a period of 14 months, starting on October 1, 2011, through December 1, 2012.