We create and test learning experiences that lead to deep understanding and an ability to act thoughtfully upon the world. Whether in settings that are rich or poor in resources, we are committed to building sound foundations in literacy, science, and mathematics.

Through engaging classroom curricula, media instruction, digital tools, and teacher training, we equip children and young adults with the fundamentals they need to be successful—in school and in life.

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Resources

Here are a few of our resources on behavioral, physical, and mental health. To see more, visit our Resources section.

Curricula

EDC’s Chemistry: Concepts and Practices, a yearlong high school course curriculum, fosters grade 9–12 students’ scientific and data literacy; builds their reading, writing, and oral commun

Reports

The findings from this study show that experimental teachers’ knowledge of how to teach reading and writing is more closely aligned with sound literacy instruction than their IAI-only and control counterparts.

Books

Developed as part of the Park City Mathematics Institute (PCMI) and published by the American Mathematical Society, the IAS/PCMI–The Teacher Program Series includes three professional development b

White papers

EDC considers the impact of gender, inclusion, and social norms throughout the project life cycle, while respecting local culture.

Key results from Zambia Can Read project.

Reports

What does it mean to be data literate in the world of “big data”? What should we teach students to better prepare them to participate in our workforce and society? This report answers these questions and shares takeaways from a three-day workshop led by EDC and IBM, "Building Global Interest in Data Literacy: A Dialogue."

Toolkits

This guide provides an overview of IRI as a methodology, and discusses its feasibility and applicability in a range of contexts.

White papers

The Learning Generation Initiative strategy is a comprehensive road map that outlines our vision and strategic initiatives.

Minority Education for Growth and Advancement–Skills for Youth (MEGA-SkY) was supported by the United States Agency for International Development (USAID), and implemented by EDC in collaboration with International Youth Foundation (IYF).

Reports

This study examines the extent to which Connecticut's Teacher Education and Mentoring (TEAM) Program was implemented as planned and whether fidelity of implementation helped to retain participating