This is a summary report and cost-effectiveness results from a randomized controlled trial of three ICT-based literacy interventions in Kisumu County, Kenya.The rapid improvement in primary school enrollment in Kenya is a credit to the tremendous effort that the Government of Kenya (GOK) has made in improving access to education since the introduction of Free Primary Education (FPE) in 2002. However, the increases in enrollment have not been matched by improved learning outcomes. As indicated in the National Education Sector Support Programme policy document, the objective of placing information and communication technology (ICT) in education was to expand learning opportunities, facilities, and channels of delivery. The Ministry of Education, Science, and Technology (MoEST), with RTI International technical support and funding from the United States Agency for International Development (USAID)/Kenya, implemented a randomized control trial looking at the impact of ICT options in Kenya in 2013. The main objectives of the Primary Math and Reading Initiative (PRIMR) ICT program were to assess the impact of ICT interventions implemented at three levels of the education system and to measure the effectiveness and cost-effectiveness of those options against each other.