Improving Education in Developing Countries: Lessons From Rigorous Impact Evaluations

Resource type
Journal Article
Authors/contributors
Title
Improving Education in Developing Countries: Lessons From Rigorous Impact Evaluations
Abstract
In this article, we reviewed and interpreted the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low- and middle-income countries. We considered for inclusion in our review all studies in recent syntheses that have reached seemingly conflicting conclusions about which interventions improve educational outcomes. We grouped interventions based on their theory of action. We derived four lessons from the studies we review. First, reducing the costs of going to school and expanding schooling options increase attendance and attainment, but do not consistently increase student achievement. Second, providing information about school quality, developmentally appropriate parenting practices, and the economic returns to schooling affects the actions of parents and the achievement of children and adolescents. Third, more or better resources improve student achievement only if they result in changes in children?s daily experiences at school. Fourth, well-designed incentives increase teacher effort and student achievement from very low levels, but low-skilled teachers need specific guidance to reach minimally acceptable levels of instruction.
Publication
Review of Educational Research
Volume
86
Issue
3
Pages
719-755
Date
September 1, 2016
Journal Abbr
Review of Educational Research
ISSN
0034-6543
Short Title
Improving Education in Developing Countries
Accessed
17/05/2020, 11:30
Library Catalog
SAGE Journals
Extra
Publisher: American Educational Research Association shortDOI: 10/gftsqv
Citation
Ganimian, A. J., & Murnane, R. J. (2016). Improving Education in Developing Countries: Lessons From Rigorous Impact Evaluations. Review of Educational Research, 86(3), 719–755. https://doi.org/10.3102/0034654315627499