Although the Ministry of Education and Science supported the 2007 and 2009 NLSA activities, the results were not optimally disseminated to the different stakeholder groups and rarely used in decision-making. In 2014, CEATM’s analysis of the results included disaggregation by subject, languages of instruction (Kyrgyz, Russian, and Uzbek), gender, school location, and region. In addition, secondary analysis of the questionnaire data for students, teachers, and school administrators was conducted to identify the key determinants that had the greatest effect on learning outcomes. This breakdown of results was used to determine concrete actions for the Ministry of Education and Science to take moving forward. Reports on these results were prepared in both Kyrgyz and Russian and delivered to regional education administrators, schools, and teacher training institutes. In addition to the official report, presentations on the results were delivered to schools and regional and local education authorities.