Despite substantial investments in educational systems in Sub-Saharan Africa, low- and middle-income countries face persistently low learning outcomes. Gray-Lobe et al. (2022) evaluated a successful whole-school educational model in a private school network in Kenya, which achieved very large learning gains. However, it remains uncertain whether this model can be effectively adapted to public settings. This study rigorously assesses the RwandaEQUIP program, a similar model applied at scale to public schools in Rwanda. After just 17 weeks of instruction, the RwandaEQUIP program demonstrated notable improvements in numeracy and literacy. Pupils in the program displayed faster growth in both English and Kinyarwanda. Teacher English proficiency and credentials did not significantly impact learning gains, likely due to the highly structured pedagogical support provided. Furthermore, suggestive evidence indicates that the program achieved higher teacher attendance and increased instructional delivery, potentially reducing fiscal burdens associated with teacher absenteeism or off-task activities.
