Monitoring, Evaluation, and Research

This article reviews the development of the EGRA and EGMA, which are locally tailored, timely assessments designed to directly inform policy and instruction for learning improvement, particularly for countries on the lower end of the income spectrum.

Article published in the International Journal of Educational Development. Published abstract: "What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy?

Article published in the International Journal of Educational Development. Volume 40, January 2015, Pages 315–322. Published abstract: The rise and widespread adoption of the early grade reading assessment (EGRA) has produced an ample supply of critics and converts.

Article published in the Journal of Development Effectiveness, Volume 8, 2016 - Issue 3.

Article published in Comparative Education Review. Published abstract: Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited.

Nepal Early Grade Reading Assessment, Education Management Efficiency Study, and Teacher Observation Study This is the final report for the Nepal Early Grade Reading Assessment, Education Management Efficiency Study, and Teacher Observation Study in 2014. The report provides findings related to the

The purpose of this report is to provide data on children’s early grade reading skills as measured by the EGRA. In addition, we report information from an accompanying interview with children, the teacher passage, and select data from the EMES-TOS.

This analysis report was written to gain insight into both student facility with foundational skills and to better understand characteristics among Iraqi schools associated with this performance.

This final report for USAID/Haiti Tout Timoun Ap Li (ToTAL – All Children Reading) Applied Research Activity describes the activities and accomplishments of the program from start-up in August 2012 to completion in December 2014.

This toolkit is the product of ongoing collaboration among a large community of scholars, practitioners, government officials, and education development professionals to advance the cause of early reading assessment and acquisition among primary school children in low-income countries.