Schwartz, Analice C.2017-06-012017-06-012012-05-01https://hdl.handle.net/10986/26824Students from low income background often fall behind early on their education journey. Without adequate and timely support to address their learning needs they continue to perform poorly. Eventually the students lagging behind, will keep failing to learn the basic literacy and numeracy skills, and most likely will end up dropping out of school illiterate. The majority of Global Education Partnership (GPE) countries have acknowledged in their education sector plans and strategies the need to address the problem of low learning levels, and of students not going efficiently through the public education system, which has resulted in wastage of financial and human resources. Ideally interventions that aimed to improve learning of low performing students should be included in the framework of a country's educational policies in alignment with other institutional arrangements such as teacher training, curriculum, assessment, available pedagogic materials, instructional time, language of instruction (when applicable), among others. However, many of these countries are yet to draft policies that will specifically focus on helping low performers. Currently, it can be concluded that academic improvements from remedial support may help students to pass the grade or yield fast improvements, however such interventions by themselves may have not been sufficient to raise achievement at adequate levels. Remedial education programs will likely be most effective when included as part of a country's overall strategic plan to deliver quality education for all of its students. Overall, the renewed focus on low performers, many times victims of teacher neglect and other social exclusion experiences, by the means of directing programs and resources to address learning gaps is already a huge step towards achieving learning for all.en-USCC BY 3.0 IGOACADEMIC ACHIEVEMENTACADEMIC PERFORMANCEACADEMIC SUCCESSACADEMIC YEARACCESS TO LEARNINGACCESS TO PRIMARY EDUCATIONACHIEVEMENT LEVELACQUISITION OF LITERACYALTERNATIVE EDUCATIONARITHMETICBASIC COMPETENCIESBASIC EDUCATIONBASIC EDUCATION CURRICULUMBASIC LEARNINGBASIC LITERACYBASIC READINGBASIC SKILLSBENEFITS FOR CHILDRENCHILD LABORCLASS SIZECLASS TEACHERCLASSROOMCLASSROOM ACTIVITIESCLASSROOM INSTRUCTIONCLASSROOM TEACHERSCOMMUNITY SCHOOLSCOMMUNITY TEACHERSCOMPLETION RATESCOMPULSORY EDUCATIONCOST PER STUDENTCURRICULAR ACTIVITIESCURRICULUMCURRICULUM CONTENTDISADVANTAGED GROUPSDISADVANTAGED STUDENTSDISCRIMINATORY ATTITUDESDROPOUT RATEEARLY GRADESEARLY INTERVENTIONEARLY LITERACYEDUCATION ACTIVITIESEDUCATION FOR ALLEDUCATION INFRASTRUCTUREEDUCATION LEADERSEDUCATION OUTCOMESEDUCATION POLICYEDUCATION PROGRAMSEDUCATION PROJECTSEDUCATION SECTOREDUCATION SECTOR DEVELOPMENTEDUCATION SPECIALISTSEDUCATION STRATEGIESEDUCATION STRATEGYEDUCATIONAL INTERVENTIONSEDUCATIONAL NEEDSEDUCATIONAL OUTCOMESEDUCATIONAL POLICIESEDUCATIONAL SYSTEMEFFECTIVE TEACHINGELEMENTARY SCHOOLELEMENTARY SCHOOL STUDENTSEMPLOYMENTENROLLMENTETHNIC MINORITIESEXAMSFIRST GRADEFORMAL CURRICULUMFORMAL EDUCATION SYSTEMFORMAL SCHOOL SYSTEMFORMATIVE EVALUATIONGENERAL EDUCATIONGIRLSGLOBAL EDUCATIONGRADE REPETITIONGRADE SYSTEMHIGH DROPOUTHIGHER EDUCATIONHIGHER REPETITIONHUMAN RESOURCESILLITERACYINSTRUCTIONINSTRUCTIONAL TIMEINTERVENTIONSLANGUAGE LITERACYLANGUAGE OF INSTRUCTIONLEARNINGLEARNING ACHIEVEMENTLEARNING COMPETENCIESLEARNING DIFFICULTIESLEARNING ENVIRONMENTLEARNING MATERIALSLEARNING OPPORTUNITIESLEARNING OUTCOMESLESSON PLANSLEVELS OF EDUCATIONLEVELS OF LITERACYLITERACYLITERACY ACTIVITIESLITERACY INSTRUCTIONLITERACY PROGRAMSLITERATUREMINISTRY OF EDUCATIONMOTHER TONGUENATIONAL CURRICULUMNATIONAL EDUCATIONNATIONAL EDUCATION PLANNEW ENTRANTSNON-FORMAL EDUCATIONNONFORMAL EDUCATIONNUMERACYORPHANSOUT OF SCHOOL CHILDRENPEDAGOGICAL MATERIALSPEDAGOGICAL TOOLSPEDAGOGIESPEER TUTORINGPERFORMANCE OF STUDENTSPRIMARY COMPLETIONPRIMARY COMPLETION RATESPRIMARY EDUCATION FOR CHILDRENPRIMARY GRADESPRIMARY LEVELPRIMARY SCHOOLPRIMARY SCHOOL TEACHERSPRIMARY TEACHERSPRIVATE TUTORINGPROFESSIONAL DEVELOPMENTPROFESSIONAL TRAININGPUBLIC SCHOOLQUALIFIED TEACHERSQUALITY EDUCATIONQUALITY INSTRUCTIONQUALITY OF EDUCATIONQUALITY OF INSTRUCTIONRE-ENTRYREADERSREADINGREADING DIFFICULTIESREADING SKILLSREGULAR CLASSROOMREGULAR CURRICULUMREGULAR TEACHERSREMEDIAL EDUCATIONREMEDIAL TEACHINGREPEATERSREPETITION RATESRESEARCH FINDINGSRESEARCHERSRURAL AREASSCHOOL ADMINISTRATORSSCHOOL AGESCHOOL AGE CHILDRENSCHOOL DAYSCHOOL DAYSSCHOOL DEVELOPMENTSCHOOL DEVELOPMENT PLANSCHOOL DROPSCHOOL DROP-OUTSSCHOOL DROPOUTSCHOOL ENROLLMENTSCHOOL ENTRYSCHOOL HOURSSCHOOL PRINCIPALSSCHOOL PROGRAMSCHOOL SUPERVISIONSCHOOL SYSTEMSCHOOL YEARSCHOOLINGSCHOOLSSECONDARY EDUCATIONSECONDARY SCHOOL GRADUATESSERVICE TRAININGSLOW LEARNERSSOCIAL SKILLSSPECIAL EDUCATIONSPECIAL NEEDSSPORTSSTATE SCHOOLSSTUDENT FLOWSTUDENT LEARNINGTEACHERTEACHER EDUCATIONTEACHER TRAININGTEACHINGTEACHING MATERIALSTEXTBOOKSTRAINING ACTIVITIESTRAINING FOR TEACHERSTRAINING OF TEACHERSTRAINING PROGRAMSUNEMPLOYED YOUTHUNIVERSAL BASIC EDUCATIONUNIVERSAL PRIMARY EDUCATIONUNIVERSITIESUNIVERSITY STUDENTSVILLAGE SCHOOLVULNERABLE CHILDRENVULNERABLE GROUPSYOUTHWorking PaperWorld Bank10.1596/26824