Monitoring, Evaluation, and Research

Este manual es el producto de una colaboración en curso entre una gran comunidad de académicos, profesionales, funcionarios gubernamentales y profesionales del desarrollo educativo, para promover la causa de una temprana evaluación y adquisición de la lectura entre los niños de la escuela primaria e

The El Salvador Early Grade Reading Assessment (EGRA) was conducted in 2018 in late June and early July 2018 (toward the end of the El Salvador school year, which runs from January to October).

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.

Presentation delivered at CIES.This study attempts to determine whether or not the complexity of the L1 should be a factor in interpreting reading achievement in multilingual contexts, as well as in planning early grade reading teaching and learning materials and curricula in settings with complex l

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 brief describes the use of qualitative analysis in international education research.

This presentation describes results from the 2019 National EGRA study, comparing it to the same study that was done in 2013. It was presented at the International Mother Languages Conference and Festival, organized in the Philippines in 2021.

RTI’s Monitoring, Evaluation, Research, Learning, and Adapting (MERLA) Community of Practice is proud to launch a free course geared towards the international development community.

These navigation guidelines can be used with the MERLA course developed by RTI International for open access. https://www.rti.org/monitoring-evaluation-research-learning-and-adapting