Reports

The Research for Effective Education Programming – Africa (REEP–A) Task Order, awarded in September 2016, is a five-year project within the United States Agency for International Development (USAID) Africa Bureau.

Based on 2018 Operational Research on contextualizing SEL in the Tanzanian context, this study sought to: 1) improve student learning through a focus on the social and emotional climate of the classroom; and 2) encourage reflection on existing classroom management and pedagogical practices and on ac

This final report describes the progress made from October 1, 2015 - December 31, 2018 under the Tanzania National Early Grade Reading Assessment activity. USAID/Tanzania contracted RTI International to conduct two rounds of student assessments in early grade reading.

This research dives into the results of a 2019 survey of district ICT coordinators, school ICT coordinators and teachers in the Philippines, which collected information on the use of ICT in schools before the pandemic and school closures.

This study looks at the impact of first language (L1, or “mother tongue”) complexity on reading achievement in the Philippines using Grade 3 Early Grade Reading Assessment (EGRA) data collected in 2013 and 2019.

This report presents key findings of the 2018 national assessment of early grade reading skills in Chichewa, a core language for reading and language development in Malawi.

The Government of Malawi, through the Ministry of Education, Science and Technology (MoEST) with financial and technical support from the United States Agency for International Development (USAID), is implementing a National Reading Programme (NRP) aimed at improving the reading skills of Malawian s

The USAID/ Uganda Literacy Achievement and Retention Activity will implement an eight-week Social Behavior Change Communication (SBCC) pilot in Ssekanyonyi Coordinating Centre in Mityana district.

What impact can a social and behavior change communication (SBCC) campaign have on parental engagement in their children’s reading practice at home? RTI International began exploring this question in 2014 by reviewing SBCC theory and how it could apply to the education sector.

In 2020, LARA undertook an analytic research into the contextual factors impacting reading outcomes.