This PREAL Working Paper by Richard J. Murnane and Alejandro J. Ganimian distills four main
lessons for pre K-12 education policy in Latin America from impact evaluations in developing
countries throughout the world. 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
performance of private schools. Third, more or better resources improve student achievement only
if they result in changes in children’s daily experiences at school. Finally, 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.‡
http://www.thedialogue.org/
lessons for pre K-12 education policy in Latin America from impact evaluations in developing
countries throughout the world. 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
performance of private schools. Third, more or better resources improve student achievement only
if they result in changes in children’s daily experiences at school. Finally, 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.‡
http://www.thedialogue.org/
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