Reports | 3 March 2017
Egypt Grade 3 Early Grade Reading 2nd National Assessment: Classroom Observations (English and Arabic Versions)
This report presents key findings of a national, stratified random sample of classroom observations of Grade 3 reading instruction in Ministry of Education (MOE) schools.
Reports | 3 March 2017
Task Order 27: Egypt Grade 3 Early Grade Reading Assessment (EGRA) Group Assessment Report (English and Arabic Versions)
The purpose of this pilot was two-fold: 1) examining the reliability of the group assessment tool to measure the construct of early grade reading; 2) determining whether or not the group assessment could be used as a partial replacement for the individual EGRA.
Reports | 3 March 2017
Egypt Grade 3 Early Grade Reading 2nd National Assessment (English and Arabic Versions)
This report presents key findings of the 2nd national assessment of Grade 3 reading skills in primary schools of the Ministry of Education (MOE) in Egypt.
Briefs | 3 March 2017
Proposing Benchmarks and Targets for Early Grade Reading and Mathematics in Zambia
A National Policy Dialogue Workshop was held on July 1, 2015, followed immediately by a Benchmark Setting Workshop July 2–3, to address the question: "What is an acceptable level of reading and mathematics achievement for Zambian pupils in the early grades of primary school?”
Reports | 3 March 2017
National Assessment Survey of Learning for Grade 2: Preliminary Results for Early Grade Mathematics in Zambia
The 2014 Standard 2 National Assessment Survey (NAS) was intended to provide a national measure of pupil reading (local languages and English) and mathematics skills.
Reports | 3 March 2017
USAID/Zambia Education Project Baseline Report: Nonreading Indicators
RTI International was asked to develop 10 nonreading indicators (NRI) related to improved early grade reading (EGR) in Zambia—or more generally, to improved learning outcomes.
Reports | 3 March 2017
National Assessment Survey of Learning Achievement at Grade 2: Results for Early Grade Reading in Zambia
This analysis report for the reading portion of the Grade 2 NAS presents the results for pupil performance on the EGRA in seven local languages, each of which also had a small set of subtasks in English.
Reports | 3 March 2017
Education Evaluation Services in the Democratic Republic of the Congo (DRC) The DRC 2015 Early Grade Reading Assessment, Early Grade Mathematics Assessment, and Snapshot of School Management Effectiveness—Report of Lessons Learned, Revised
This report focuses on practical lessons learned from the implementation of these assessments that may be helpful for further assessments in the DRC and elsewhere.
| 3 March 2017
Education Evaluation Services in the Democratic Republic of Congo (DRC) The DRC 2015 Early Grade Reading Assessment, Early Grade Mathematics Assessment, and Snapshot of School Management Effectiveness – Grade 3 Report of Findings
This study primarily provides USAID and the GDRC with information regarding the ability of Grade 3 children to read in three of the DRC’s national languages (Lingala, Kiswahili, and Tshiluba), those same pupils’ receptive and productive oral French skills, and Grade 5 children’s ability to read in F
Reports | 3 March 2017
Education Evaluation Services in the Democratic Republic of Congo (DRC): The DRC 2015 Early Grade Reading Assessment and Snapshot of School Management Effectiveness Grade 5 Report of Findings
This study primarily provides USAID and the GDRC with information regarding the ability of Grade 3 children to read in three of the DRC’s national languages (Lingala, Kiswahili, and Tshiluba), those same pupils’ receptive and productive oral French skills, and Grade 5 children’s ability to read in F