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Learning outcomes in many lowand middleincome countries are very low, even among children who spend many years in school. Across the seven countries that participated in the PISA-D assessment, an internationally comparable assessment adapted to developing countries, on average only 12 percent of 15-yearolds who were enrolled in Grade 7 or above reached the Sustainable Development Goals target for minimum proficiency in mathematics.1 Learning profiles from more than 50 countries with Demographic and Health Surveys data show that, among young women who have completed primary school but no higher, on average only half can read a simple sentence without help (Pritchett and Sandefur, 2020). These are just two data points from a large body of accumulated evidence which shows that, in many countries, even several years of schooling result in only limited learning (ASER Centre, 2018; Kaffenberger and Pritchett, 2020; PAL Network, 2020; Patel and Sandefur, 2020; Uwezo, 2019).

Aligning Levels of Instruction with Goals and the Needs of Students (ALIGNS): Varied Approaches, Common Principles