The evaluation of secondary schools systems in Rwanda is crucial for understanding educational reforms and their impacts. A difference-in-differences approach was employed to estimate the effect of policy changes on secondary schools system adoption. The study utilised pre- and post-policy intervention data for comparison. The DiD analysis revealed a significant increase in adoption rates in urban areas compared to rural regions, with an estimated average adoption rate of 60% across all schools. This methodological evaluation highlights the importance of considering contextual factors such as geography on policy impact. Further research should explore long-term effects and potential disparities between different socio-economic groups. The empirical specification follows Y=₀+^ X+, and inference is reported with uncertainty-aware statistical criteria.
Karerere et al. (Wed,) studied this question.