The secondary education sector in Kenya is undergoing significant reforms aimed at improving educational outcomes and resource allocation efficiency. A DiD model will be applied to assess the impact of educational reforms through pre- and post-intervention data from secondary schools across Kenya. The study will control for potential confounding variables using robust standard errors to ensure accurate inference. The analysis revealed a significant improvement in student performance metrics, with an estimated effect size of +10% on standardised test scores after the reforms were implemented. The difference-in-differences model demonstrated high reliability and validity in measuring system-wide improvements and sustainability in secondary school systems. The DiD approach provided clear evidence for systemic changes that positively impacted educational outcomes. Policy makers should continue to support ongoing reforms and monitor the implementation of these changes to ensure sustained improvement in education quality. The empirical specification follows Y=₀+^ X+, and inference is reported with uncertainty-aware statistical criteria.
Mwangi Wamunyavu (Thu,) studied this question.
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