TY - JOUR TI - Improving Education in Developing Countries: Lessons From Rigorous Impact Evaluations AU - Ganimian, Alejandro J. AU - Murnane, Richard J. T2 - Review of Educational Research AB - 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. DA - 2016/09/01/ PY - 2016 DO - 10.3102/0034654315627499 DP - SAGE Journals VL - 86 IS - 3 SP - 719 EP - 755 J2 - Review of Educational Research SN - 0034-6543 ST - Improving Education in Developing Countries UR - https://doi.org/10.3102/0034654315627499 Y2 - 2020/05/17/11:30:05 ER - TY - RPRT TI - Improving educational outcomes in developing countries: Lessons from rigorous impact evaluations AU - Ganimian, Alejandro J AU - Murnane, Richard J CY - Massachusetts DA - 2014/// PY - 2014 SN - Working Paper 20284 UR - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2471177 ER -