Early Grade Reading Assessment (EGRA)

This report summarizes the findings of the 2018 Early Grade Reading and Mathematics Initiative (RAMP) Lot Quality Assurance Sampling Assessment, measuring impact between 2017 and 2018. The United States Agency for International Development (USAID) and UK Aid have funded RAMP as a national effort de

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).

Improving early grade reading and writing outcomes has implications more far-reaching than simply raising scores on national and international assessments. Reading is a fundamental tool for thinking and learning, which has an integrated and cumulative effect on comprehension in all subject areas.

RTI International and its partner AMIDEAST supported the Ministry of Education and Higher Education (MOEHE) in the implementation of the United States Agency for International Development (USAID)/West Bank Early Grade Reading (EGR) project.

The US Agency for International Development (USAID) Early Grade Reading Project (EGR) cooperated closely with the Ministry of Education and Higher Education (MOEHE) to provide each student in EGR classrooms with age- and grade-level appropriate reading materials.

The US Agency for International Development (USAID) Early Grade Reading (EGR) Project in the West Bank completed its first year successfully with the completion of assessments and surveys, curriculum and standards reviews, and instructional materials in preparation for Year 2 implementation in schoo

In partnership with the Ministry of Education and Higher Education (MOEHE), RTI International administered a baseline assessment of early grade reading skills in April and May 2018.

The Ministry of Education and Higher Education (MOEHE) conducted the first EGRA assessment in the West Bank in March 2014 among a nationally representative sample of Grade 2 students, followed by a benchmarking exercise in September 2014.

The purpose of this formative assessment is to contribute to the community outreach component of the EGR program by collecting and analysing information about target audiences, specifically their knowledge, attitudes and behavior.

This report presents the results of a baseline assessment of upper preschool and grade 1 student performance in pre-literacy and early grade reading. The assessment included samples drawn from three provinces in Cambodia: Kampong Thom, Siem Reap, and Battambang (control).