This report examines the results of a learner background survey and numeracy assessment conducted in West Showa, Ethiopia prior to beginning the Numeracy Boost intervention and again after nine months of implementation. The baseline survey and numeracy assessment covered 660 grade 2 learners throughout 30 schools and was administered in October 2014.

The findings show that over the period of eight months children in Numeracy Boost schools had significantly higher gains as compared to students in comparison schools in 14 out of the 17 numeracy skills assessed after controlling for background characteristics and baseline scores.