The Global Partnership for Education (GPE) works with low-income countries around the world to help them provide basic education of good quality to all of their children. Countries develop education sector plans that set clear targets and commitments; their partners including donors, multilateral agencies, civil society and the private sector align their support around these plans. GPE has developed a monitoring and evaluation strategy to measure the progress made in implementing these plans, and to determine the impact on children's learning and progression through school. This report is the first in what will be an annual review of this progress. It describes the achievements that countries have made in increasing access to learning. It also highlights challenges that must be addressed by countries and their partners. This report makes use of a new tool to improve the evidence-based dialogue around education within countries: a results form developed for each country which describes the targets in that country's education sector plan, and presents the actual achievements which are observed and communicated by the country itself. The data collected using the results form are presented and analyzed in this report. This report contains the following annexes: (1) The Results Framework: Detailed Presentation of the Indicators; (2) The Accountability Matrix; (3) Measurement Issues in Counting the Number of Out-of-School Children; (4) List of Countries Eligible to Join the GPE; (5) Key Participation and Progression Data Tables; (6) GPE Developing Country Partners in this Report; (7) The 154 DHS and MICS Surveys Accessed for this Report; (8) Additional Participation and Service Delivery Figures; (9) Country ESPs and JSRs Scored According to the Effort to Achieve Better Data on Learning Outcomes; (10) Learning Outcome Indicators and Targets in the Education Sector Plans; (11) Literature-Based Considerations for the Classification Framework Used in Chapter 4; (12) Analysis of Joint Sector Reviews; (13) International Assessments; (14) Participation in a National or International Assessment, by GPE Status; (15) EGRA or EGRA-Like Studies in Mali, February 2012; (16) Results Forms; (17) Figure 3C.1: NAR Disparities among Children of Primary-School Age in GPE Countries by Household Income, Urban-Rural Location, and Gender; (18); Figure 3C.2: NAR Disparities among Children of Secondary-School Age by Household Income, Urban-Rural Location, and Gender; (19) Figure 3C.3: GARs among Children of Secondary-School Age in GPE Countries, Poorest Rural and Urban Adolescents; (20) Figure 3C-4: Primary- and Secondary-School Child-Teacher Ratios, World Regions, around 2000 and 2010; (21) Table 1A.1: Aid Effectiveness Indicators and Targets in the ESPs; (22) Table 2B.1: GERs in Preprimary Education; (23) Table 2B.2: GIRs in Primary Education; (24) Table 2B.3: OOS Children; and (25) Table 2B.4: Primary-School Completion Rates. [Annababette Wils and Pierre Varly were the main authors for chapters 3 and 4, respectively.]