At the second endline, we found that the Luminos program had a positive and statistically significant effect on enrollment rates. OOSC in treatment communities were 15 percentage points more likely to be enrolled in school one year after the program compared to control OOSC. However, we also observed that there was a large growth in enrollment in the control group between the first and second endline, from 32% to 60%. 

Treatment effects persisted one year after the program across all the foundational reading and numeracy skills assessed. However, the size of the treatment effects is 10-15% smaller at the second endline compared to the first endline. This is primarily explained by growth in scores in the control group, particularly for control OOSC who enrolled in school. Treatment OOSC who successfully enrolled in school had significantly higher reading and numeracy scores at the second endline than at the first endline. In contrast, treatment OOSC who did not enroll in school regressed in their reading and numeracy levels.

Figure: Average oral reading fluency over time

To compare these results to other education interventions, we calculated the first endline treatment effects in terms of learning-adjusted years of schooling (LAYS). Our study found that Luminos graduates gained 3x as many words per minute as their peers in government school. Applying a ‘learning adjustment’ to these gains of 0.52, which indicates that a year of schooling in Liberia is equivalent to 0.52 years of schooling in the benchmark country of Singapore, according to the World Bank in 2021 – we find that the Luminos Program generates 1.59 LAYS after 10 months. This estimate would place the Luminos Program among the most effective interventions included in a review of 150 interventions in LMICs using the LAYS metric (Angrist et al., 2020).

At the second endline, we found that the Luminos program had a positive and statistically significant effect on enrollment rates. OOSC in treatment communities were 15 percentage points more likely to be enrolled in school one year after the program compared to control OOSC. However, we also observed that there was a large growth in enrollment in the control group between the first and second endline, from 32% to 60%. 

Treatment effects persisted one year after the program across all the foundational reading and numeracy skills assessed. However, the size of the treatment effects is 10-15% smaller at the second endline compared to the first endline. This is primarily explained by growth in scores in the control group, particularly for control OOSC who enrolled in school. Treatment OOSC who successfully enrolled in school had significantly higher reading and numeracy scores at the second endline than at the first endline. In contrast, treatment OOSC who did not enroll in school regressed in their reading and numeracy levels.

Figure: Average oral reading fluency over time

To compare these results to other education interventions, we calculated the first endline treatment effects in terms of learning-adjusted years of schooling (LAYS). Our study found that Luminos graduates gained 3x as many words per minute as their peers in government school. Applying a ‘learning adjustment’ to these gains of 0.52, which indicates that a year of schooling in Liberia is equivalent to 0.52 years of schooling in the benchmark country of Singapore, according to the World Bank in 2021 – we find that the Luminos Program generates 1.59 LAYS after 10 months. This estimate would place the Luminos Program among the most effective interventions included in a review of 150 interventions in LMICs using the LAYS metric (Angrist et al., 2020).

At the second endline, we found that the Luminos program had a positive and statistically significant effect on enrollment rates. OOSC in treatment communities were 15 percentage points more likely to be enrolled in school one year after the program compared to control OOSC. However, we also observed that there was a large growth in enrollment in the control group between the first and second endline, from 32% to 60%. 

Treatment effects persisted one year after the program across all the foundational reading and numeracy skills assessed. However, the size of the treatment effects is 10-15% smaller at the second endline compared to the first endline. This is primarily explained by growth in scores in the control group, particularly for control OOSC who enrolled in school. Treatment OOSC who successfully enrolled in school had significantly higher reading and numeracy scores at the second endline than at the first endline. In contrast, treatment OOSC who did not enroll in school regressed in their reading and numeracy levels.

Figure: Average oral reading fluency over time

To compare these results to other education interventions, we calculated the first endline treatment effects in terms of learning-adjusted years of schooling (LAYS). Our study found that Luminos graduates gained 3x as many words per minute as their peers in government school. Applying a ‘learning adjustment’ to these gains of 0.52, which indicates that a year of schooling in Liberia is equivalent to 0.52 years of schooling in the benchmark country of Singapore, according to the World Bank in 2021 – we find that the Luminos Program generates 1.59 LAYS after 10 months. This estimate would place the Luminos Program among the most effective interventions included in a review of 150 interventions in LMICs using the LAYS metric (Angrist et al., 2020).

At the second endline, we found that the Luminos program had a positive and statistically significant effect on enrollment rates. OOSC in treatment communities were 15 percentage points more likely to be enrolled in school one year after the program compared to control OOSC. However, we also observed that there was a large growth in enrollment in the control group between the first and second endline, from 32% to 60%. 

Treatment effects persisted one year after the program across all the foundational reading and numeracy skills assessed. However, the size of the treatment effects is 10-15% smaller at the second endline compared to the first endline. This is primarily explained by growth in scores in the control group, particularly for control OOSC who enrolled in school. Treatment OOSC who successfully enrolled in school had significantly higher reading and numeracy scores at the second endline than at the first endline. In contrast, treatment OOSC who did not enroll in school regressed in their reading and numeracy levels.

Figure: Average oral reading fluency over time

To compare these results to other education interventions, we calculated the first endline treatment effects in terms of learning-adjusted years of schooling (LAYS). Our study found that Luminos graduates gained 3x as many words per minute as their peers in government school. Applying a ‘learning adjustment’ to these gains of 0.52, which indicates that a year of schooling in Liberia is equivalent to 0.52 years of schooling in the benchmark country of Singapore, according to the World Bank in 2021 – we find that the Luminos Program generates 1.59 LAYS after 10 months. This estimate would place the Luminos Program among the most effective interventions included in a review of 150 interventions in LMICs using the LAYS metric (Angrist et al., 2020).

At the second endline, we found that the Luminos program had a positive and statistically significant effect on enrollment rates. OOSC in treatment communities were 15 percentage points more likely to be enrolled in school one year after the program compared to control OOSC. However, we also observed that there was a large growth in enrollment in the control group between the first and second endline, from 32% to 60%. 

Treatment effects persisted one year after the program across all the foundational reading and numeracy skills assessed. However, the size of the treatment effects is 10-15% smaller at the second endline compared to the first endline. This is primarily explained by growth in scores in the control group, particularly for control OOSC who enrolled in school. Treatment OOSC who successfully enrolled in school had significantly higher reading and numeracy scores at the second endline than at the first endline. In contrast, treatment OOSC who did not enroll in school regressed in their reading and numeracy levels.

Figure: Average oral reading fluency over time

To compare these results to other education interventions, we calculated the first endline treatment effects in terms of learning-adjusted years of schooling (LAYS). Our study found that Luminos graduates gained 3x as many words per minute as their peers in government school. Applying a ‘learning adjustment’ to these gains of 0.52, which indicates that a year of schooling in Liberia is equivalent to 0.52 years of schooling in the benchmark country of Singapore, according to the World Bank in 2021 – we find that the Luminos Program generates 1.59 LAYS after 10 months. This estimate would place the Luminos Program among the most effective interventions included in a review of 150 interventions in LMICs using the LAYS metric (Angrist et al., 2020).

At the second endline, we found that the Luminos program had a positive and statistically significant effect on enrollment rates. OOSC in treatment communities were 15 percentage points more likely to be enrolled in school one year after the program compared to control OOSC. However, we also observed that there was a large growth in enrollment in the control group between the first and second endline, from 32% to 60%. 

Treatment effects persisted one year after the program across all the foundational reading and numeracy skills assessed. However, the size of the treatment effects is 10-15% smaller at the second endline compared to the first endline. This is primarily explained by growth in scores in the control group, particularly for control OOSC who enrolled in school. Treatment OOSC who successfully enrolled in school had significantly higher reading and numeracy scores at the second endline than at the first endline. In contrast, treatment OOSC who did not enroll in school regressed in their reading and numeracy levels.

Figure: Average oral reading fluency over time

To compare these results to other education interventions, we calculated the first endline treatment effects in terms of learning-adjusted years of schooling (LAYS). Our study found that Luminos graduates gained 3x as many words per minute as their peers in government school. Applying a ‘learning adjustment’ to these gains of 0.52, which indicates that a year of schooling in Liberia is equivalent to 0.52 years of schooling in the benchmark country of Singapore, according to the World Bank in 2021 – we find that the Luminos Program generates 1.59 LAYS after 10 months. This estimate would place the Luminos Program among the most effective interventions included in a review of 150 interventions in LMICs using the LAYS metric (Angrist et al., 2020).

At the second endline, we found that the Luminos program had a positive and statistically significant effect on enrollment rates. OOSC in treatment communities were 15 percentage points more likely to be enrolled in school one year after the program compared to control OOSC. However, we also observed that there was a large growth in enrollment in the control group between the first and second endline, from 32% to 60%. 

Treatment effects persisted one year after the program across all the foundational reading and numeracy skills assessed. However, the size of the treatment effects is 10-15% smaller at the second endline compared to the first endline. This is primarily explained by growth in scores in the control group, particularly for control OOSC who enrolled in school. Treatment OOSC who successfully enrolled in school had significantly higher reading and numeracy scores at the second endline than at the first endline. In contrast, treatment OOSC who did not enroll in school regressed in their reading and numeracy levels.

Figure: Average oral reading fluency over time

To compare these results to other education interventions, we calculated the first endline treatment effects in terms of learning-adjusted years of schooling (LAYS). Our study found that Luminos graduates gained 3x as many words per minute as their peers in government school. Applying a ‘learning adjustment’ to these gains of 0.52, which indicates that a year of schooling in Liberia is equivalent to 0.52 years of schooling in the benchmark country of Singapore, according to the World Bank in 2021 – we find that the Luminos Program generates 1.59 LAYS after 10 months. This estimate would place the Luminos Program among the most effective interventions included in a review of 150 interventions in LMICs using the LAYS metric (Angrist et al., 2020).

At the second endline, we found that the Luminos program had a positive and statistically significant effect on enrollment rates. OOSC in treatment communities were 15 percentage points more likely to be enrolled in school one year after the program compared to control OOSC. However, we also observed that there was a large growth in enrollment in the control group between the first and second endline, from 32% to 60%. 

Treatment effects persisted one year after the program across all the foundational reading and numeracy skills assessed. However, the size of the treatment effects is 10-15% smaller at the second endline compared to the first endline. This is primarily explained by growth in scores in the control group, particularly for control OOSC who enrolled in school. Treatment OOSC who successfully enrolled in school had significantly higher reading and numeracy scores at the second endline than at the first endline. In contrast, treatment OOSC who did not enroll in school regressed in their reading and numeracy levels.

Figure: Average oral reading fluency over time

To compare these results to other education interventions, we calculated the first endline treatment effects in terms of learning-adjusted years of schooling (LAYS). Our study found that Luminos graduates gained 3x as many words per minute as their peers in government school. Applying a ‘learning adjustment’ to these gains of 0.52, which indicates that a year of schooling in Liberia is equivalent to 0.52 years of schooling in the benchmark country of Singapore, according to the World Bank in 2021 – we find that the Luminos Program generates 1.59 LAYS after 10 months. This estimate would place the Luminos Program among the most effective interventions included in a review of 150 interventions in LMICs using the LAYS metric (Angrist et al., 2020).

At the second endline, we found that the Luminos program had a positive and statistically significant effect on enrollment rates. OOSC in treatment communities were 15 percentage points more likely to be enrolled in school one year after the program compared to control OOSC. However, we also observed that there was a large growth in enrollment in the control group between the first and second endline, from 32% to 60%. 

Treatment effects persisted one year after the program across all the foundational reading and numeracy skills assessed. However, the size of the treatment effects is 10-15% smaller at the second endline compared to the first endline. This is primarily explained by growth in scores in the control group, particularly for control OOSC who enrolled in school. Treatment OOSC who successfully enrolled in school had significantly higher reading and numeracy scores at the second endline than at the first endline. In contrast, treatment OOSC who did not enroll in school regressed in their reading and numeracy levels.

Figure: Average oral reading fluency over time

To compare these results to other education interventions, we calculated the first endline treatment effects in terms of learning-adjusted years of schooling (LAYS). Our study found that Luminos graduates gained 3x as many words per minute as their peers in government school. Applying a ‘learning adjustment’ to these gains of 0.52, which indicates that a year of schooling in Liberia is equivalent to 0.52 years of schooling in the benchmark country of Singapore, according to the World Bank in 2021 – we find that the Luminos Program generates 1.59 LAYS after 10 months. This estimate would place the Luminos Program among the most effective interventions included in a review of 150 interventions in LMICs using the LAYS metric (Angrist et al., 2020).

At the second endline, we found that the Luminos program had a positive and statistically significant effect on enrollment rates. OOSC in treatment communities were 15 percentage points more likely to be enrolled in school one year after the program compared to control OOSC. However, we also observed that there was a large growth in enrollment in the control group between the first and second endline, from 32% to 60%. 

Treatment effects persisted one year after the program across all the foundational reading and numeracy skills assessed. However, the size of the treatment effects is 10-15% smaller at the second endline compared to the first endline. This is primarily explained by growth in scores in the control group, particularly for control OOSC who enrolled in school. Treatment OOSC who successfully enrolled in school had significantly higher reading and numeracy scores at the second endline than at the first endline. In contrast, treatment OOSC who did not enroll in school regressed in their reading and numeracy levels.

Figure: Average oral reading fluency over time

To compare these results to other education interventions, we calculated the first endline treatment effects in terms of learning-adjusted years of schooling (LAYS). Our study found that Luminos graduates gained 3x as many words per minute as their peers in government school. Applying a ‘learning adjustment’ to these gains of 0.52, which indicates that a year of schooling in Liberia is equivalent to 0.52 years of schooling in the benchmark country of Singapore, according to the World Bank in 2021 – we find that the Luminos Program generates 1.59 LAYS after 10 months. This estimate would place the Luminos Program among the most effective interventions included in a review of 150 interventions in LMICs using the LAYS metric (Angrist et al., 2020).