Mastering basic numeracy and literacy skills is one of the most fundamental goals of education. However, it is estimated that 250 million primary-school-age children lack basic reading, writing and math skills (UN, 2013). Children living in war and poverty stricken countries are among the least likely to attain those basic goals. The United States Agency for International Development (USAID) has set out to improve basic literacy--and to a lesser extent, basic numeracy--skills for 100 million children in low-income countries by 2015. USAID hopes to accomplish this through the development of innovative teaching techniques and learning materials, maximizing time spent on instruction, and strengthening household, community, and school partnerships. The present study is part of an impact evaluation of one such effort in the Democratic Republic of the Congo (DRC). The purpose of the study is to describe and discuss results from a cluster randomized trial of the "Opportunities for Equitable Access to Quality Basic Education" (OPEQ) program, using a sample of 8,879 second-, third-, and fourth-grade students in the province of Katanga. OPEQ was developed by the International Rescue Committee (IRC) with funding from USAID, to better the quality of teaching and learning processes and enhance children and youth's academic and socio-emotional outcomes in the DRC. Three tables are appended.