Managing expectations on system-level improvement of donor programs

• In Event: Roundtable Session (Tuesday VI)
  In Refereed Round-Table Session: Pathways to self-reliance and sustainability: reflections from USAID program implementation

Proposal

As Director of Research within RTI’s International Education Division, Dr. Amber Gove works on learning from RTI’s efforts to improve education outcomes for children around the world. Much of her work over the last decade has been on the development and deployment of the Early Grade Reading Assessment (EGRA), a system-level diagnostic for understanding students’ foundation skills in reading. To date EGRA has been used in more than 120 languages and 75 countries to inform policy and improve instruction. Her research and policy interests include improvement and measurement of student learning; education finance; conditional cash transfer programs; and factors affecting achievement, enrollment, and attendance. Her publications include a 2011 edited volume entitled "The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy" and "Early Grade Reading: Igniting Education for All." For the present panel she will draw from her work with Moore and Tietjen on managing expectations regarding system-level improvement in donor-funded programs , part of the special issue she co-edited in 2017, as well as the six-country summary of RTI’s early reading programming.

Author

• Amber K. Gove, RTI International