Author(s): Rao, K.V.; Ahuja, D.; Leach, B.
Organisation(s): International Initiative for Impact Evaluation
Pages: 20 p.
In South Africa, 78 per cent of the children in fourth grade struggle to understand the meaning of what they read. An evaluation of the Early Grade Reading Study provides evidence that can help decision makers respond to this reading crisis. The authors of this brief analyse these facilitators and barriers to the use of evaluation evidence and explore the range of factors that are contributing to and constraining the study’s ongoing impact on policy and programming.