@techreport{mulcahy-dunn_education_2016, title = {Education data for decision making ({EDDATA} {II}): key achievements and lessons learned; final report {\textbar} {UNESCO} {IIEP} {Learning} {Portal}}, url = {https://www.globalreadingnetwork.net/sites/default/files/media/file/Core%20Final%20Report_16Dec2016_0.pdf}, abstract = {USAID's Education Data for Decision Making (EdData II) was implemented over a 12 year period beginning in 2004. EdData II had at its core the goal of improving access to data for USAID Missions and host country ministries, to use for making informed policy decisions. The tools and research developed under EdData II whelped to inform the development of learning metrics under the Sustainable Development Goals (2015); provide evidence to support the design and monitor the implementation of USAID's 2011-2017 Education strategy, and provide actionable, high-quality data to inform policy and practice in around 35 countries. The report reflects on EdData II and the project's impact, providing a summary of the most salient and impactful project activities, and drawing key lessons from their development and implementation. [...] The report is divided into four sections, as follows. Sections 1 and 2 begin with an overview of the background and key accomplishments of the EdData II contract and objectives, followed by a synopsis of EdData II task orders and their scope. Section 3, the main body of the report, delineates the key technical achievements of the program, including data collection tools, analysis, and measurement; pilot intervention programs; original and secondary research; and dissemination activities, as well as the implications of each. Section 4 reflects on the lessons learned from this work. In addition, several annexes provide further details about various aspects of the program.}, language = {EN}, urldate = {2020-07-06}, institution = {USAID; RTI International}, author = {Mulcahy-Dunn, Amy and Dick, Anna and Crouch, Luis and Newton, Erin}, month = dec, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:5QRX64GB}, pages = {57}, } @techreport{crouch_systems_2020, title = {Systems {Implications} for {Core} {Instructional} {Support} {Lessons} from {Sobral} ({Brazil}), {Puebla} ({Mexico}), and {Kenya}}, url = {https://www.riseprogramme.org/publications/systems-implications-core-instructional-support-lessons-sobral-brazil-puebla-mexico}, abstract = {As this note was being written in April and May 2020, the Coronavirus pandemic was sweeping the world. Children were out of school. Researchers around the world are now estimating a severe learning gap due to loss of school attendance. While the first priority is getting children back to school safely, the discussion in this note regarding foundational learning is all the more relevant, as it is this kind of learning that is likely most affected. Key Points The case studies in this document highlight five tips that may be beneficial to other countries or situations: Focus on just a very few achievable indicators, foregrounding foundational learning, for a country emphasising learning. Use data to drive both initial “wake-up” and stock taking but also to support teaching as the process goes along. Emphasis on the teaching by the teachers who are already in place. Provide strong motivation through support that works. Use tight management so there is some degree of centralism and prescriptiveness as to pedagogy and other inputs, but after having iterated and adapted to context.}, language = {en}, urldate = {2020-08-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Crouch, Luis}, month = jul, year = {2020}, doi = {10.35489/BSG-RISE-RI_2020/020}, note = {shortDOI: 10/ghgngd KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2020/020 10/ghgngd 2339240:GXB366Z9 2405685:ERFCVGR2}, } @techreport{crouch_meeting_2019, title = {Meeting the data challenge in education: {A} knowledge and innovation exchange}, url = {https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper}, abstract = {The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.}, language = {en}, urldate = {2020-08-06}, institution = {Global Partnership for Education}, author = {Crouch, Luis}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3KBXHSD9 2339240:PYIIMTJL 2405685:FK24U2VZ 2405685:NNIMTDB4 2405685:PCB2NZJ6 2534378:K8UUXZMX}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{crouch_worldwide_2018, address = {Oxford}, title = {Worldwide inequality and poverty in cognitive results: {Cross}-sectional evidence and time-based trends}, url = {https://riseprogramme.org/sites/default/files/2020-11/RISE_WP-019_Crouch-Gustafsson.pdf}, number = {RISE-WP 18/019}, institution = {University of Oxford}, author = {Crouch, Luis and Gustafsson, Martin}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BWCVWIEB 2405685:7AP6WKFU}, } @techreport{van_wyk_efficiency_2020, address = {Paris}, title = {Efficiency and effectiveness in choosing and using an {EMIS}}, url = {http://tcg.uis.unesco.org/wp-content/uploads/sites/5/2020/09/EMIS-Buyers-Guide-EN-fin-WEB.pdf}, language = {en}, institution = {UNESCO}, author = {van Wyk, Chris and Crouch, Luis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LQ8M2Y2F 2339240:ZHZWR78I 2405685:CPJK33KK 2405685:IG7E4BFK 4656463:YSPX2D76}, } @techreport{van_wyk_efficiency_2020, address = {Paris}, title = {Efficiency and effectiveness in choosing and using an {EMIS}}, url = {http://tcg.uis.unesco.org/wp-content/uploads/sites/5/2020/09/EMIS-Buyers-Guide-EN-fin-WEB.pdf}, language = {en}, institution = {UNESCO}, author = {van Wyk, Chris and Crouch, Luis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZHZWR78I 2405685:CPJK33KK}, } @article{poole_egra_2008, title = {{EGRA} {Liberia}: {Baseline} assessment of reading levels and associated factors}, shorttitle = {{EGRA} {Liberia}}, url = {https://www.rti.org/publication/egra-liberia}, abstract = {This document reports on the results of an Early Grade Reading Assessment (EGRA) study done in Liberia in June of 2008 as part of process of collaboration between the Ministry of Education, the World Bank, and USAID, with technical assistance provided under contract by RTI and its consultants and collaborators.This executive summary reproduced the logic of the entire report and is thus also a guide to the contents and layout of the report.This document first lays out the nature and content of the assessment instrument.}, language = {en}, urldate = {2020-07-30}, author = {Poole, Medina Korda and Crouch, Luis}, month = oct, year = {2008}, note = {Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:TJIIZAQ8 2405685:KSLTEZMC}, keywords = {⛔ No DOI found}, } @article{crouch_using_2021, title = {Using learning profiles to inform education priorities: {An} editors’ overview of the {Special} {Issue}}, volume = {86}, issn = {0738-0593}, shorttitle = {Using learning profiles to inform education priorities}, url = {https://www.sciencedirect.com/science/article/pii/S0738059321001309}, doi = {10.1016/j.ijedudev.2021.102477}, abstract = {This special issue explores the use of learning profiles for analysing the dynamics of low learning in low- and middle-income countries and informing priorities to address the learning crisis. The 12 papers in the special issue draw on learning data from more than 50 countries and 6 million individuals, with implications for education policy and practice. Taken together, they point to a need to steepen learning trajectories by prioritizing early mastery of foundational skills for all children. The papers show that addressing the learning crisis will not be achieved through more school grade attainment alone, nor through within-country equality across groups (such as girls and boys or rich and poor). Positive examples show that programs focused on foundational learning both improved average learning and reduced inequality. Addressing the learning crisis will require a focus on systems improvement, using foundational learning as a case in point for making the needed systems improvements to steepen learning throughout children’s time in school. Learning profiles can provide a guide for education actors aiming to improve learning outcomes.}, language = {en}, urldate = {2022-08-25}, journal = {International Journal of Educational Development}, author = {Crouch, Luis and Kaffenberger, Michelle and Savage, Laura}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102477 2339240:URQN9N62 2405685:XXLGUC8W}, keywords = {Education systems, Foundational skills, Inequality, Learning crisis, Learning profiles}, pages = {102477}, } @article{weatherholt_challenge_2019, title = {Challenge and srivers of over-{Enrollment} in the early years of primary school in {Uganda}}, volume = {51}, issn = {1878-4658}, url = {https://doi.org/10.1007/s13158-019-00238-3}, doi = {10.1007/s13158-019-00238-3}, abstract = {Consistent over-enrollment, together with low official repetition rates, in the early years of school indicates inaccurate reporting of repetition, which may mask the reasons for low primary school completion. Actual repetition rates may be higher and pose issues for teachers through overcrowding of classrooms and issues for governments through inefficient education systems. This research explores repetition rates of students in Primary 1 in Uganda and considers the implications for efficiency and quality of education for the early years of school. The sample comprised 1440 students in Primary 1 classrooms in 120 schools. Interviews were conducted with 1318 caregivers of randomly selected students and 1439 teachers of the same students, and official records from 118 schools were examined to compare age and repetition rates. Findings showed that caregiver- and teacher-reported repetition is much higher than officially reported by schools; that repetition is strongly linked to non-attendance in pre-primary schooling; and that caregivers reported more over-age students, fewer target-age students, and more under-age students than official school records. Policy implications include the need for dialogue around repetition rates and the possible efficiency effects of less-costly, pre-primary education on the total primary schooling cycle.}, language = {en}, number = {1}, urldate = {2022-04-24}, journal = {International Journal of Early Childhood}, author = {Weatherholt, Tara and Jordan, Rachel and Crouch, Luis and Barnett, Ed and Pressley, Jennifer}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s13158-019-00238-3 2339240:3WMYLF8F 2405685:975JWM6R 4656463:2HX448CB}, keywords = {Early childhood, Education efficiency, Low-income countries, Pre-primary education, Repetition}, pages = {23--40}, } @article{abadzi_monitoring_2005, title = {Monitoring basic skills acquisition through rapid learning assessments: {A} case study from {Peru}}, volume = {35}, issn = {1573-9090}, shorttitle = {Monitoring basic skills acquisition through rapid learning assessments}, url = {https://doi.org/10.1007/s11125-005-1817-3}, doi = {10.1007/s11125-005-1817-3}, language = {en}, number = {2}, urldate = {2020-12-11}, journal = {PROSPECTS}, author = {Abadzi, Helen and Crouch, Luis and Echegaray, Marcela and Pasco, Consuelo and Sampe, Jessyca}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-005-1817-3 2339240:QDJBCG9B 2405685:KCL8RYGR}, pages = {137--156}, }