Blog

Our aim is to help all children become proficient readers and mathematicians. One strategy we use is cluster-based training, where teachers from different schools come together to share experiences and acquire new skills.Read more

by Mark Lynd, STS President and Co-founder   Setting off As I got off the plane in Arusha, Tanzania, questions were swirling in my head: Can the Whole Child Model (WCM) really work in Arusha? Will the lessons we learned working in Guinea for 16 years be applicable in a place as different as Tanzania?Read more

All children deserve a quality education, and STS is committed to creating evaluations that empower programs to meet every students’ needs. Below are two case studies about some of our recent work focused on gender and social inclusion.Read more

All children deserve a quality education, and we are committed to creating evaluations that empower programs to meet all students’ needs.Read more

Even the most promising interventions are limited if they fail to achieve sustainability. Last year, STS used results of our monitoring and evaluation research to advise on program design to ensure greater sustainability and scalability.Read more

At STS, we often think of our expertise falling into one of four buckets: Research and Evaluation, Curriculum and Training, Planning and Policy, & Integrated Approaches to Education.Read more

Dear STS Supporters: For many in the U.S., 2018 was a year marked by questions about how we treat one another and the planet. At School-to-School International (STS), it was an opportunity to work with our colleagues in developing countries whose challenges are not so different from our own.Read more

Over the past few years, STS has increased its focus on numeracy work.Read more

Literacy and numeracy are both strong predictors of academic success. Instructional programs for both deserve a quality evidence base for their design, delivery, and monitoring in the primary and secondary grades. This post is the second in a two-part series.Read more

Literacy and numeracy are both strong predictors of academic success. Instructional programs for both deserve a quality evidence base for their design, delivery, and monitoring in the primary and secondary grades. This post is the first in a two-part series.Read more