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The report evaluates the impact of the USAID/Aprender a Ler (ApaL) project in Mozambique, focusing on improving early grade reading skills through teacher training and school management. Conducted by IBTCI, the study utilized a Randomized Controlled Trial methodology to assess reading outcomes among second and third graders across 180 schools. Findings indicate significant improvements in reading skills for students in both treatment groups compared to control schools, particularly in letter recognition and fluency. The report emphasizes the importance of addressing high absenteeism rates among students and teachers as a critical challenge for enhancing educational outcomes. Recommendations include continuing the ApaL program, expanding under the Full treatment model, engaging communities to reduce absenteeism, and conducting further studies to understand performance disparities among different student subgroups.

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