Pratham USA

Transforming foundational learning for 25 million children across three continents
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Our Problem

An estimated 250 million children across the world are unable to read a simple sentence or do basic arithmetic, despite being enrolled in school. In many low- and middle-income countries, children reach the end of primary school without acquiring foundational skills, setting them on a path of continued failure and exclusion. The crisis is especially severe for children from disadvantaged communities, who often enter school with fewer supports and fall behind early.

Education systems typically deliver instruction according to grade-level expectations, without accounting for the wide range of learning levels within a single classroom. As a result, children who do not keep pace are left behind. Without foundational skills, further learning becomes difficult or impossible—limiting access to meaningful education, future work opportunities, and social participation. If not addressed, this global learning crisis will continue to deepen inequality and constrain the potential of millions of children, families, and communities around the world.

Our Solution

Our solution to the global learning crisis is grounded in one of the most important principles of effective teaching: start with what the child knows. Teaching at the Right Level (TaRL) is a simple, evidence-based approach that assesses children’s current learning levels and then groups and teaches them based on their needs rather than their age or grade. It focuses on building foundational reading and math skills—skills that are essential for all further learning.

TaRL is effective because it directly addresses the mismatch between children’s learning levels and how instruction is typically delivered in classrooms. The method is activity-based, engaging, and easy to implement with basic training. Over the past two decades, TaRL has reached millions of children across India and has been successfully adapted in over 10 African countries. Its impact has been documented through numerous randomized evaluations and recognized as a “great buy” in global education.

Pratham USA, and its partners, Pratham Education Foundation, Pratham International, and Teaching at the Right Level Africa (Empower Learning Africa), will scale TaRL to reach 25 million children across Asia, Africa, and Latin America. By working with governments, schools, and communities, the approach will be integrated into existing education systems and delivered by trained local teachers and volunteers. A global support team will provide technical guidance, measurement tools, and implementation support to ensure quality and adaptation across contexts.

This solution has the potential to transform education systems from the ground up—ensuring that no child is invisible in the classroom, and every child gets the chance to learn, thrive, and succeed.

Team & Project Resources

Led by pioneers of the TaRL approach, the team includes senior leaders in design, delivery, measurement, and partnerships. Spanning India, Africa, the U.S., and U.K., this globally integrated team brings deep technical expertise, contextual insight, and the capacity to scale foundational learning solutions sustainably across diverse education systems.

Manushi Yadav, Director of Strategy and Partnerships, Pratham USA
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Pratham USA

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Pratham Education Foundation

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Teaching at the Right Level Africa (TaRL Africa / Empower Learning Africa)

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Pratham International

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Improving Literacy and Math Instruction at Scale in India’s Primary Schools: The Case of Pratham’s Teaching at the Right Level Program
Rukmini Banerji and Madhav Chavan, Journal of Educational Change

Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of 'Teaching at the Right Level' in India
Abhijit Banerjee, Rukmini Banerji, et al, National Bureau of Economic Research Working Paper

Smart Buys in Education: Teaching at the Right Level
Global Education Evidence Advisory Panel

Teaching at the Right Level: From Concern with Exclusion to Challenges of Implementation
Rukmini Banerji, Samyukta Lakshman, Arjun Agarwal Background paper for UNESCO GEM Report 2020: Inclusion and Education

Teaching at the Right Level to Improve Learning
J-PAL Case Study