At Rising, we are committed to the highest standards of rigour and transparency when it comes to measuring our impact and learning how we can improve. As our school creed says: "however well we do, we always strive to do better." In Sierra Leone, we are participating in a three year impact evaluation of our work by Oxford University. In Liberia, we are participating in a three year randomised controlled trial (RCT) led by the Center for Global Development, the University of California at San Diego and Innovations for Poverty Action.
See below for further details of these studies and the results so far.
OXFORD UNIVERSITY - SIERRA LEONE EVALUATION YEAR 2 REPORT
The second annual report from the three year impact evaluation of Rising's Sierra Leone schools by Dr David Johnson of Oxford University, covering the academic year 2016-17. Using innovative computer-adaptive test software to track progress on literacy and numeracy, the report finds that students in Rising schools have once again made 2 to 3 times as much progress as students in comparable private and government schools.
Liberia - midline report of the partnership schools rct
Midline report from the CGD and UC San Diego team evaluating the 3 year pilot phase phase of Partnership Schools for Liberia. The report, covering the first year (2016-17) of the pilot, uses a 'gold standard' randomised controlled trial design. Estimated learning gains for students in Rising Academy schools were among the largest of any operator, equivalent to between 1.3 and 1.8 additional years of schooling compared to students in control schools.
Oxford University - SIERRA LEONE evaluation year 1 REPORT
A three year impact evaluation by Dr David Johnson of Oxford University, benchmarking the progress of Rising students against their peers in government and comparable private schools over three academic years (2016, 2016-17, and 2017-18). Outcomes tracked include measures of literacy and numeracy (using innovative computer-adaptive test software) and measures of academic self-confidence, attitudes to school and other non-cognitive traits. The study's first annual progress report, published in September 2016, found that students in Rising schools had made 2 to 3 times as much progress in reading and maths as students in comparable private and government schools.