This dataset contains responses by government officials from India, Tanzania and Peru who were interviewed during June-August 2017. They filled out a short survey and were introduced to the Impact Evidence website.

This data asset contains the data from the baseline, midline, and endline data collection for an impact evaluation of the Makhalidwe Athu project (MA), an 18-month intervention aimed at improving the reading skills of 1,200 students in 2nd and 3rd grades in the Chipata and Lundazi districts of Zambia’s Eastern province. Baseline data were collected between November 2015 and January 2016, and endline data collection occurred in January 2017. To collect data, NORC fielded a parent/caregiver survey, a student survey, and an Early Grade Reading Assessment (EGRA) at baseline and endline. In addition, in June 2016 a midline survey on a subsample of treatment caregivers was fielded to document program uptake. To construct the sample frame, Advanced Teams of enumerators were sent to the field to survey all students in 1st and 2nd grades in 80 sampled schools and ask if anyone in their home had a cell phone, which was a requirement to participate in the study. The caregiver survey was developed by NORC and INESOR, and was intended to determine the respondent’s eligibility to participate in the study and to assess the home literacy environment and household assets. The student questionnaire assessed student reading practices at home and in school. The EGRA includes five tasks that measure the following capacities: Orientation to Print, Letter Sound Identification, Non-Word Reading, Oral Reading Passage, Reading Comprehension, and Listening Comprehension. In total 1,942 caregivers, corresponding to 2,019 children, were surveyed at baseline and endline: 965 in the treatment group and 977 in the control group.

The Impact Evaluation of Teacher and Leader Performance Evaluation Systems (TLES Study) is a data collection that is part of the NCEE Evaluation Studies program. The TLES Study (https://ies.ed.gov/ncee/projects/evaluation/tq_performance.asp) is a cross-sectional data collection that evaluates the implementation of teacher and principal performance measures, as well as the impact of providing feedback based on these measures. Eight districts participated in the study; about 15 schools within each district were sampled. The data collection consisted of attendance lists, data from online systems, surveys of teachers and principals, ratings, classroom observations, student test scores, and district administrative records. Key findings produced from the TLES Study include: (1) the study's performance measures were implemented generally as planned, (2) the study's measures provided some information to identify educators who needed support, but provided limited information to indicate the areas of practice educators most needed to improve, (3) as intended, educators in treatment schools received more frequent feedback with ratings than did those in control schools, and (4)feedback from the study's measures had some positive impacts on teachers' classroom practice, principals' leadership, and student achievement.

The Early Grade Math Pilot program in Ghana, implemented under the U.S. Agency for International Development (USAID) Partnership for Education Learning Activity, was evaluated with an independent randomized controlled trial between 2017 and 2018. This data asset contains the two waves of data collected in Ghana during this time period. This dataset contains survey head teacher data from the activity endline.

The Early Grade Math Pilot program in Ghana, implemented under the U.S. Agency for International Development (USAID) Partnership for Education Learning Activity, was evaluated with an independent randomized controlled trial between 2017 and 2018. This data asset contains the two waves of data collected in Ghana during this time period. This dataset contains structured observation data from the activity endline.

The Early Grade Math Pilot program in Ghana, implemented under the U.S. Agency for International Development (USAID) Partnership for Education Learning Activity, was evaluated with an independent randomized controlled trial between 2017 and 2018. This data asset contains the two waves of data collected in Ghana during this time period. This dataset contains survey teacher data from the activity endline.

The Early Grade Math Pilot program in Ghana, implemented under the U.S. Agency for International Development (USAID) Partnership for Education Learning Activity, was evaluated with an independent randomized controlled trial between 2017 and 2018. This data asset contains the two waves of data collected in Ghana during this time period. This dataset contains EGMA data from the activity endline.

The Early Grade Math Pilot program in Ghana, implemented under the U.S. Agency for International Development (USAID) Partnership for Education Learning Activity, was evaluated with an independent randomized controlled trial between 2017 and 2018. This data asset contains the two waves of data collected in Ghana during this time period. This dataset contains survey pupil data from the activity endline.

The Early Grade Math Pilot program in Ghana, implemented under the U.S. Agency for International Development (USAID) Partnership for Education Learning Activity, was evaluated with an independent randomized controlled trial between 2017 and 2018. This data asset contains the two waves of data collected in Ghana during this time period. This dataset contains survey head teacher data from the activity baseline.