This study examined disparities in learning outcomes attributable to the implementation of the Competency-Based Curriculum (CBC) assessment reform across urban and rural primary schools. Guided by a comparative crosssectional design, the study was informed by human capital and equity-in-education frameworks and sought to establish the extent to which school locality, teacher CBC training, school resourcing, socioeconomic status, and parental involvement predicted learners' attainment of competency proficiency. A structured assessment and schoolcharacteristics questionnaire was administered to a sample of 700 upper-primary learners and their corresponding class teachers drawn from purposively selected urban (n=320) and rural (n=380) schools, using a multistage stratified random sampling procedure. Data were analysed in Stata using univariate frequency distributions, bivariate chi-square tests of association and independent-samples t-tests/one-way ANOVA, and a multivariable binary logistic regression model to identify independent predictors of competency proficiency while controlling for confounding. Findings indicated a substantial urban-rural gap in mean CBC assessment scores (84.7% versus 66.2%, p