Monitoring, Evaluation, and Research

Dr. Benjamin Piper and Dr. Yasmin Sitabkhan presented findings at CIES 2019 on gender and math in the preschool years from the Kenya Tayari program.

There is growing demand for policy based on rigorous evidence. Many consider the strongest evidence to come from studies that identify causality with high internal validity - such as RCTs - and systematic reviews of these studies.

This presentation is based on an activity that was designed to apply lessons learned and best practices from the recent EGRA Benchmarks and Standards Research Report (RTI International, 2018) to a five-language benchmarking activity for early grade reading in India.

Executive functions are a cognitive skill set that underlie our goal-directed, planning, and problem solving behavior, and include the components of working memory, inhibitory control, and cognitive flexibility.

Core EGMA instrument in English

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

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.

Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program.

This paper explores an innovative assessment framework for measuring children’s formal and informal mathematical knowledge.

Do children with deficits in both rapid automatic naming (RAN) and phonological awareness in Chichewa experience more difficulty with reading growth than children with single or no deficits?