The Status of Instruction Study (SIS) aims to shed light on teachers’ knowledge, attitudes and beliefs, and skills and behaviors; the resources available at the school level and for the targeted subjects; and how these resources are used. The SIS was designed to inform the customization and development of student textbooks, teacher guides, and TPD approaches. Originally, the SIS was to have a school-based data collection component that would include classroom observations and parent and teacher interviews. Given the protracted challenges resulting from the coronavirus disease 2019 (COVID-19) pandemic, data collection was conducted remotely and focused on garnering feedback directly from teachers. As such one limitation of this study is that all data are self-reported without additional means of triangulation or confirmation at this point in time. This report presents the SIS methodology and findings from online surveys administered to more than 9,400 teachers from all regions of Uzbekistan, including the Republic of Karakalpakstan and Tashkent City.

This report presents the findings of a deep dive impact evaluation of the United States Agency for International Development (USAID) Uzbekistan Education for Excellence Program (The Program), which was initiated on December 9, 2019, and originally scheduled to end on December 8, 2023, then extended through March 31, 2024. The Program is implemented by a consortium of partners including RTI International (RTI) as the consortium lead and Florida State University and Mississippi State University as partners. For this report, the Program used a comparative analysis of Early Grade Reading and Mathematics Assessments (EGRA and EGMA, respectively) administered at baseline in 2021 and at endline in 2023. The Program evaluation focused on students in grades 2 and 4. In November and December of the 2021-22 school year, the baseline EGRA and EGMA were administered to students who completed grades 2 and 4 and had been in grades 3 and 5 for three months. The endline assessments were administered to students in grades 2 and 4 in May of 2023, a few weeks prior to the end of that school year. This meant that students at endline were being assessed after having completed 68 fewer days of schooling than those who were assessed at baseline.

The Uzbekistan Education for Excellence Program is a 4-year program (December 9, 2019–December 8, 2023) funded by the United States Agency for International Development (USAID) and implemented by the RTI International Consortium in collaboration with the Uzbekistan Ministry of Public Education. The Program conducted baseline Early Grade Reading and Mathematics Assessments (EGRA and EGMA, respectively) in November and December 2021. The purpose of the baseline was to measure the pre-intervention levels of mathematics and Uzbek language reading achievement for students at the end of grade 2 and grade 4.

Primary Mathematics Skills Assessment Tool: 2021 Stimulus Sheet.

Primary Mathematics Skills Assessment Tool: 2021 Assessor Protocol.

Primary Reading Skills Assessment Tool: 2021 stimulus sheet.

Primary Reading Skills Assessment Tool: 2021 Assessor Instructions Form.

A classroom observation tool for a kindergarten teacher in distance education.

Classroom Observation Tool for Kindergarten Class (kG2).

A tool for evaluating teacher performance for grades 1-3 mathematics education in Arabic language in distance education.