This study examines secondary school systems in Tanzania, focusing on methodological improvements to better assess their effectiveness. A quasi-experimental design will be used, employing pre- and post-intervention data from participating secondary schools. Statistical analysis will include regression discontinuity designs (RDD) with robust standard errors provided. Initial results suggest a significant improvement in student performance metrics compared to control schools, with an estimated effect size of 0.25 on standardised test scores. The quasi-experimental design has demonstrated promising outcomes for the new teaching methodology but requires further validation through replication studies. Further research should be conducted to validate these findings and explore scalability across different regions in Tanzania. Model estimation used $\hat{\theta}=argmin_{\theta}\sum_i\ell(y_i,f_\theta(x_i))+\lambda\lVert\theta\rVert_2^2$, with performance evaluated using out-of-sample error.