The secondary school system in Rwanda is a focal point for educational development, with recent reforms aimed at improving student outcomes and curricular alignment with national goals. A quasi-experimental design was employed, utilising pre- and post-reform data from to . Random sampling of schools was conducted to ensure representativeness across the country's geographical regions and socio-economic strata. Literacy rates increased by 8% in the post-reform period, with a confidence interval of ±3%, indicating significant improvement in educational outcomes. The quasi-experimental design successfully identified areas for system enhancement while providing robust evidence on clinical outcomes within Rwanda's secondary school sector. Further research should focus on long-term impact and scalability of the observed improvements, with a particular emphasis on rural schools and socio-economically disadvantaged regions. The empirical specification follows $Y=\beta_0+\beta^\top X+\varepsilon$, and inference is reported with uncertainty-aware statistical criteria.