The International Large-Scale Assessment (ILSA) is a rapidly growing field in education which has gained considerable attention of stakeholders across the globe. Historically, ILSA emerged from the developed context which has drifted to the developing contexts in a short span of time due to globalisation. Pakistan has participated in ILSA (i.e.,…

Fifty-three percent of Grade 4 learners cannot read for meaning in low- and middle-income countries despite an investment of between 33-49% of education expenditure on primary education. Teaching children to read in the early grades is fundamental to building resilient education systems, as the ability to read early in life is a great predictor…

Few developing countries participate in external educational evaluations. Information gaps on education quality make it imperative to expand such evaluations. Furthermore, international comparability across different evaluations should be improved. In addition, data from evaluations must be combined with data on access or coverage. Finally,…

In "Teacher Incentives in Developing Countries: Experimental Evidence from Kenya"--a paper presented at the National Center on Performance Incentives research to policy conference in February--Paul Glewwe (University of Minnesota), Nauman Illias (The Brattle Group), and Michael Kremer (Harvard University) review findings from recent…

This paper looks at several dimensions of the grade failure issue in Honduras using a unique data set compiled by the UMCE evaluation project in 1998 and 1999. The analytical framework incorporates econometric analysis of standardized tests and teacher pass/fail decisions for roughly 13,000 second and fourth grade students. The results show that…