Impact · Data & methods
How we describe our evidence
Read how Kurasa defines, collects and interprets product, school and impact measures.
Understand what each number counts
When reading a reach or usage figure, check whether it describes registered, active or cumulative participation. Note the period, geography and population covered. Counts of learners, teachers, schools and assessments refer to different units and should not be combined or compared without understanding how the underlying records were defined.
Separate experience from measured outcomes
For survey findings, review the sample, questions, collection period and recruitment approach. For product records, ask about missing data and coverage. A testimonial reports an experience; an observed association does not by itself establish causation. Contact Kurasa when you need the source or definition behind a particular published figure.
Registered users and active use answer different questions
A registered account count describes accounts created, while an active-use measure requires a defined activity and time window. A cumulative count of users who have held a teacher role is different from the number currently teaching or using Kurasa. The reach figures shown here are identified as a previously published September 2026 snapshot.
Count assessment records at the right level
An assessment batch, an individual learner result, a summative score and a Daily Challenge attempt are different units. They should be reported separately with a date range and coverage definition. We have removed the previous extrapolated assessment-volume headline from the current reach summary while a direct, reproducible count is reviewed.
Read the 60 Decibels study in context
The study interviewed 208 teachers using Kurasa in Kenya, drawn from a client list of 991. It describes respondents’ experiences. Read it separately from the 2023 impact report and from counts of accounts, schools or assessments.
