This data asset provides information about a student enrollment survey conducted during 2015-2020. USAID's Pakistan Reading Project (PRP) focuses on Grade 1 and 2 students to complete a two-year intervention cycle. Every year, a new batch of students enters PRP intervention schools in Grade 1 and receives reading interventions from PRP-trained teachers for the continuous two years and are thus counted as direct beneficiaries of the project. PRP conducts a student enrollment survey on a yearly basis to record Grade 1 enrollment from intervention schools. Learners are counted if they are enrolled in primary or primary equivalent education, and they directly benefit from USG education assistance specifically designed to improve reading outcomes. Therefore, the census-based yearly survey is the primary source of capturing data to report against the PRP target of reaching 1.3 million children in Grades 1 and 2.

The Pakistan Reading Project (PRP) is a $165 million, seven-year initiative launched in July 2013 that aims to improve the quality of early grade reading instruction for 1.3 million public and private primary school students across Pakistan. The PRP implements activities through three main components: (1) improved classroom learning environment for reading, (2) improved policies and systems for reading, and (3) community-based support for reading. This data asset includes evaluation results from PRP activities implemented in Khyber Pakhtunkhwa (KP). The original project design included simultaneous implementation in all schools. However, through contract modifications, the project split its interventions into three cohorts: PRP Cohort 1&2, PRP Cohort 3, and Light Treatment. Datasets with names including "2013-2017 Baseline Midline" include baseline and midline data. For baseline-midline analyses, PRP Cohort 1&2 (2017) compares with Full Treatment (2013) and Light Treatment (2017) compares with Light Treatment (2013). PRP Cohort 3 (2017) is considered a baseline and the dataset's file name includes "2017 Baseline."

The Pakistan Reading Project (PRP) is a $165 million, seven-year initiative launched in July 2013 that aims to improve the quality of early grade reading instruction for 1.3 million public and private primary school students across Pakistan. The PRP implements activities through three main components: (1) improved classroom learning environment for reading, (2) improved policies and systems for reading, and (3) community-based support for reading.

The Pakistan Reading Project (PRP) is a $165 million, seven-year initiative launched in July 2013 that aims to improve the quality of early grade reading instruction for 1.3 million public and private primary school students across Pakistan. The PRP implements activities through three main components: (1) improved classroom learning environment for reading, (2) improved policies and systems for reading, and (3) community-based support for reading. This data asset includes evaluation results from PRP activities implemented in Balochistan. The original project design included simultaneous implementation in all schools. However, through contract modifications, the project split its interventions into three cohorts: PRP Cohort 1&2, PRP Cohort 3, and Light Treatment. Datasets with names including "2013-2017 Baseline Midline" include baseline and midline data. For baseline-midline analyses, PRP Cohort 1&2 (2017) compares with Full Treatment (2013) and Light Treatment (2017) compares with Light Treatment (2013). PRP Cohort 3 (2017) is considered a baseline and the dataset's file name includes "2017 Baseline."

The Pakistan Reading Project (PRP) is a $165 million, seven-year initiative launched in July 2013 that aims to improve the quality of early grade reading instruction for 1.3 million public and private primary school students across Pakistan. The PRP implements activities through three main components: (1) improved classroom learning environment for reading, (2) improved policies and systems for reading, and (3) community-based support for reading. This data asset includes evaluation results from PRP activities implemented in Gilgit-Baltistan (GB). The original project design included simultaneous implementation in all schools. However, through contract modifications, the project split its interventions into three cohorts: PRP Cohort 1&2, PRP Cohort 3, and Light Treatment. Datasets with names including "2013-2017 Baseline Midline" include baseline and midline data. For baseline-midline analyses, PRP Cohort 1&2 (2017) compares with Full Treatment (2013) and Light Treatment (2017) compares with Light Treatment (2013). PRP Cohort 3 (2017) is considered a baseline and the dataset's file name includes "2017 Baseline."

This data asset provides information about out-of-school children enrolled or re-enrolled in all targeted public primary schools under the USAID-funded Pakistan Reading Project (PRP) receiving reading interventions. The year-wise survey was conducted during 2017-19 in a sample of schools drawn from the population including all PRP intervention schools in 7 regions. The sample for the survey was calculated at 95% confidence level and 5% confidence interval from the list of total 15,427 PRP intervention schools. The collected data will be analyzed through counting gender-wise number of students who are enrolled in sampled schools per region and then calculating average out-of-school children enrolled or re-enrolled per region. The regional estimates of out-of-school children enrolled or re-enrolled will be calculated after multiplying average number of children per school with total number of schools. Total enrolled children in region = Average number of out-of-school children X Total schools in region

The USAID-funded Pakistan Reading Project (PRP) was conceived by USAID and the Government of Pakistan to address the reading deficit in Pakistani schools. PRP aims to improve children’s Urdu and Sindhi reading skills in grades 1 and 2 and through pilot interventions improve reading in Pashto. Project focus areas are Azad Jammu & Kashmir (AJ&K), Balochistan, Federal Administered Tribal Areas (FATA), Islamabad Capital Territory (ICT), Khyber Pakhtunkhwa (KP), Gilgit Baltistan (GB) and Sindh. This data asset contains the data from the Read Foundation Evaluation Survey carried out in the Pakistan Reading Project intervention regions including Azad Jammu Kashmir (AJK) and Gilgit Baltistan (GB) in 2017 and 2019. The sampling designed called for a two-stage cluster sample. In the first stage, sample schools were selected from the available READ Foundation’s school population. Four districts were randomly selected from AJK along with two of GB (Gilgit and Astore), where the READ Foundation has its schools. Schools were elected as per available proportion. The ratio of rural/urban & summer/winter schools from the available district school population was also considered. In the second stage, 15 students from grade one and 15 from grade two were randomly selected within each selected sampled school. Respective grade level teachers were also interviewed and their teaching practices were also observed during the lesson delivery in the classrooms. The data were collected at two different stages of project implementation. Firstly as the baseline and secondly, after two years as end-line, when the students received complete two years of treatment. The study data is split into three datasets. The dataset 1 includes the data about student EGRA scores and interview questions about reading practices at school and home/community. Dataset 2 includes the data of teacher questionnaire and dataset 3 includes teacher classroom observations regarding teachers’ teaching practices in the classroom.

This data asset contains the data collected between 2015-2019 from graduates who were provided scholarships by the Pakistan Reading Project (PRP). The primary purpose of the PRP scholarship graduate survey is to follow up on the scholarship recipients who have graduated, one year after completing their degree. The responses gathered from this survey were utilized to assess aspects of the PRP scholarship program along with the current situation of graduates with respect to their employment or any further degree enrollment.

The Pakistan Reading Project (PRP) spent a significant part of the first quarter of this reporting period (2013-14) on essential start-up activities, which included recruitment of staff; planning and engaging provincial/regional stakeholders and developing the project’s annual work plan for USAID’s approval. Following USAID’s approval of the annual work plan, PRP picked up pace with implementation of its activities. This was also a direct result of signing of memoranda of understanding (MoUs) between USAID the provincial/regional governments. The National Gender Study, undertaken by PRP, aims to examine, identify, synthesize, and provide recommendations for remedying gender gaps and inequalities in early grade reading, especially grades 1 and 2, in Pakistan. This study provides a thorough and expansive overview of the challenges girls and boys face in learning to read, exploring correlations between systemic inequalities and trends in reading performance in six provinces/regions across Pakistan.

This data asset provides data related to the cost effectiveness of corner libraries, conducted by the Pakistan Reading Project (PRP) during 2018-20. The study aims to identify the degree to which the provision of classroom-based corner libraries improves student reading outcomes. It utilized a mixed-methods experimental design with two treatment arms and costing data to identify the cost-effectiveness of corner libraries on student reading skills. The research sample for the quantitative impact evaluation of the study was comprised of 80 schools in Khyber Pakhtunkhwa (KP) that were randomly assigned to receive different treatments: 50 schools receiving the PRP+corner library group (Reading Learning Material or RLM, face to face trainings, Teacher Inquiry Groups or TIGs, school support visits, and corner libraries), and 30 schools receiving all ingredients but no corner libraries. Our analyses indicate that at baseline, the PRP+corner library group and PRP group had similar characteristics, which suggested that randomization worked. Baseline quantitative data were collected in April-May 2019 by enumerators who had previously participated in the EGRA data collection as part of other studies conducted by PRP. Endline quantitative data were collected in December 2019 by almost the same group of enumerators, who received another 5-day refresher training. Both at baseline and endline, enumerators used Tangerine, a tablet-based data entry interface built specifically for conducting EGRA.