This evaluation uses a difference-in-differences approach to assess adoption rates in Rwandan secondary schools, suggesting geographic disparities in policy impact.
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=β₀+β^ X+ε, and inference is reported with uncertainty-aware statistical criteria.
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Karerere et al. (2003) studied this question.
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