Bernard Bahati was leading a task force looking at ways to reform Rwanda’s teachers’ performance contracts to tackle the country’s learning crisis. The team was running an adaptive trial to see if the significant learning gains from the pilot could be replicated at scale when implemented by the government. However, six months into the tria,l a new minister arrived who wanted to scale-up immediately. Caught between political pressure to act quickly and researchers urging caution, Bahati faced a critical decision.

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