摘要：The objectives of this Campbell systematic review were to respond to the following questions: Main Question: What are the effects of interventions implemented in developing countries on measures of students' enrollment, attendance, graduation, and progression? Supplemental Question: Within those studies that report the effects of an intervention on measures of students' enrollment, attendance, graduation or progression, what are the ancillary effects on learning outcomes as measured by students' test scores, grades, and other achievement measures? The sample includes 73 experiments and quasi‐experiments. Across all interventions, the average effect size was positive in direction for all outcomes, and was largest for enrollment (d=.18; 95% CI[.13‐.24]), attendance (d=.15, 95% CI [.10‐.20]), progression (d=.13, 95% CI [.08‐.18]), math (d=.16, 95% CI [.10‐.23]) and language (d=.18, 95% CI [.12‐.25]) outcomes. However, the results were not uniform across every study; given the large variation in programs, participants, settings and designs, there was no surprise that there was significant heterogeneity in effect sizes in these main analyses. Based on the evidence presented in this report, interventions that address getting children into school and keeping them there have, on average, positive effects. This is also true of learning outcomes reported within those same studies. Although effects could be considered small, they represent 3‐9% increases in positive outcomes compared to the control/comparison group in the studies. Policymakers would have to assess whether such outcomes are worth investments, given costs of implementation and how widespread the problem is that the intervention will address.
