Literacy Boost in Rwanda: Impact Evaluation of a Two Year Randomized Control Trial Report Editors: Elliott Friedlander, Research Director Claude Goldenberg, Principal Investigator Stanford University Graduate School of Education Literacy Boost in Rwanda: Impact Evaluation of a Two Year Randomized Control Trial Compiled and Edited by Elliott Friedlander & Claude Goldenberg © 2016 The views and opinions stated in this report are that of the authors alone, and do not necessarily represent the view of Rwanda Education Board, the Ministry of Education of Rwanda, Save the Children, or any other individuals or organizations affiliated with the project. All research contained in this report conducted in conjunction with Stanford’s appointed co-researcher at the Rwanda Education Board. Research activities in Rwanda were conducted with permission and under the supervision of: 1) The Directorate of Science, Technology, and Research in the Ministry of Education in Rwanda Reference: MINEDUC/S&T/0143/2013 2) The Rwanda National Ethics Committee Reference: 423/RNEC/2016 3) The Stanford Institutional Review Board (IRB) Protocol ID: 26580 For further information about the research, please contact the Research Director, Elliott Friedlander, at
[email protected] or
[email protected]. Recommended Citation for the Overall Report Friedlander, E. & Goldenberg, C. (eds.). (2016). Literacy Boost in Rwanda: Impact Evaluation of a 2-year Randomized Control Trial. Stanford, CA: Stanford University Executive Summary The Learning Crisis Reading, writing, and literacy in general are foundational to modern education. Recognizing the importance of literacy development and education more broadly, the global community came together in recent decades and committed enormous resources to ensuring all children globally had access to primary education.