Huza gutanga gahunda kubimenyetso bifatika

Questions to ask any education-data partner

• What exactly does each reported number count, and over what period?
• How are missing records shown rather than hidden?
• Who owns the data, and what happens to it when a contract ends?
• What can the data say about learning, and what can it not say?
• Which findings are teacher-reported, and which are measured?

What Kurasa has published, with its limits

In March 2024, 60 Decibels-trained researchers interviewed 208 teachers using Kurasa in Kenya, drawn from a client population of 991. Most reported better teaching practice (95%), improved quality of life (94%) and less time on administrative tasks (86%); 87% said learner academics improved and 90% said classroom participation increased. The Net Promoter Score was 40, below the 60 Decibels education benchmark of 51.

The findings are teacher-reported. The study did not test learners, and Acumen sponsored it.

Reach is not the same as impact

Registered accounts and cumulative teacher roles describe participation. They are not active use, and they do not show learning gains. Kurasa publishes its reach figures with definitions and labels them as a previously published snapshot.