The project employed a randomized controlled trial design (RCT) to assess the impact of improving access to educational broadcasts on learning outcomes and social-emotional development for children aged 13-18. Participants were randomly assigned at the community level to three groups: 

• a Control group with no intervention, which allowed us to track general population trends for tuning into educational broadcasts, accessing learning support such as tutoring, and subject matter knowledge in science and math,
• an Encouragement Only group that received text messages promoting the educational broadcasts, which allowed us to establish an unbiased estimate of the impact of tuning in to the educational broadcasts, and 
• an Encouragement + Tutoring group that received both encouragement messages and access to remote tutoring for girls via WhatsApp, which allowed us to study whether learning supports would increase the rates at which children tuned into the educational broadcasts as well as their ability to learn from them.