1. Setting the Stage: Summary of current situation All Children Reading by 2015: From Assessment to Action April 12-14, 2010 Washington, DC Luis Crouch RTI International lcrouch@rti.org lcrouch@rti.org

2. Current situation  How did we get here?  What’s been done so far – assessment?  What’s been done so far – action  Next steps: improving and coordinating the response

3. How did we get here?  Early 2000s: awareness access goals improving Not perfect but improving  Even in poor countries, primary GER at 90% of that in rich countries  But: learning levels very low Median child in poor countries ~ 5 th percentile of children in rich countries, or learning around 25% as much  Some call for “millenium learning goals”  Legislative pressure on bilaterals: “are children actually learning as result of foreign aid programs”  WB, FTI, UNESCO, bilaterals such as USAID, DFID start wondering: any way to set quality goals or proxies?

4. How did we get here?  Early grade reading possible quality “entry point”  Why? Fundamental: hard to learn if can’t read Hard to be independent learner if can’t read Evidence that children not reading: terrible inefficiency, waste Useful proxy for general quality management Easy to translate to ‘soft’ and community- oriented quality assurance: ‘can my child read?’

5. How did we get here?  2004, 2005: WB in particular sponsored some experiences in measuring EGR  Some country NGOs such as Pratham: discovered use of reading as entry point, massive early experimentation  Using it in policy dialogue  Seems to gather attention  2006: USAID and WB: seminar on improving methodology for assessing EGR, results in “EGRA”  2006, 2007: tried in various countries  Great demand and interest from countries  Some countries: now that we have measured, so what?

6. How did we get here?  In my 35 years of work with developing countries I have never seen such a demand side  Some countries: we know what you will find, we want solutions now  Experimented nonetheless with pilot solutions  Results coming in: seem good  Countries then say: ok, let’s go to scale now  Have had to say “hang on” Not enough international consensus Not a clear agreement on what are key actions Not clear who is willing to support, how  Let’s organize a clear response

7. What’s been done so far? - Assessment  Assessment in dozens of countries  Can generalize: kids are not reading  Not mastering even most basic skills on time  Even in “pretty good” countries, can say “all kids reading” (and just basic skills, at that) only by 5 th or 6 th grade  So even though goal eventually met, there is huge waste of time and potential Massive internal inefficiency and waste of resources, and implicit mistreatment of the children and wastage of their lives Blocks good learning in secondary and tertiary education  In many others, never reach “all reading”

8. What’s been done so far? - Action  Response has started  At least one honorable country has gone ahead on their own, attempting to go to scale nationally The Gambia, to our knowledge (    for courage and honor!)  Many others have started through pilots (t.t., books, supervision, measurement) Mali, South Africa, Kenya, Liberia Evaluations so far suggest impact, certainly learning from the experience  Many of those are fairly rigorous: randomized selection, pre- and post-treatment  Others are adopting particular aspects or techniques so far E.g., a focus on improved teacher teacher training or practices (E.g., Nicaragua, Egypt)

9. So, what now? – Results of this workshop 1. Encourage others to assess 2. Encourage more piloting 3. Take stock of what we know and need to do to get “all kids reading” 4. Encourage countries to make bolder commitments 5. Network international agencies with countries, what support? 6. Consider whether coordinated technical and financial support can be provided, and how? 7. Discuss how one can mobilize and raise awareness both internationally and inside each country

10. Rest of sessions  Countries will share experiences (morning)  M Clarke of WB will share WB initiatives in measurement, and it might fit with early grade reading  Bob Prouty of FTI will discuss FTI adoption of quality indicators, role of reading  Dan Wagner, Amber Gove will discuss early grade reading assessment  Luis Crouch, Helen Abadzi will discuss the key “inputs” that need to be considered  Then, for 2 days: detailed presentations on each “input” and country group discussions on each  At end: collective wrap-up, next steps