Reducing class sizes is widely seen as a way to improve foundational learning, but evidence on its effectiveness remains mixed. Local PEP-supported researcher Nneka Esther Osadolor examined the impact of smaller class sizes on learning outcomes in Rwanda's public primary schools using data from 761 schools participating in the RwandaEQUIP programme.
The study found that reducing class sizes by approximately 16 pupils per stream significantly improved short-term learning outcomes, particularly in English and in Grades 1–3. However, most gains faded by term 3, except in mathematics. Benefits were strongest in single-shift schools, while reducing class sizes below 40 pupils per stream yielded little additional improvement.
Find out more about the research methods, findings, and policy recommendations in the following PEP publication:
Policy Brief 310 | Working paper coming soon | Supported as part of the Africa Fellows in Education Program
