| Improving education in developing countries: Lessons from rigorous impact evaluations AJ Ganimian, RJ Murnane Review of Educational Research 86 (3), 719-755, 2016 | 576* | 2016 |
| Disrupting education? Experimental evidence on technology-aided instruction in India K Muralidharan, A Singh, AJ Ganimian American Economic Review 109 (4), 1426-1460, 2019 | 520 | 2019 |
| Realizing the promise: How can education technology improve learning for all? AJ Ganimian, E Vegas, F Hess Washington, DC: Brookings Institution, 2020 | 55 | 2020 |
| Teaching with the test: Experimental evidence on diagnostic feedback and capacity building for public schools in Argentina R de Hoyos, AJ Ganimian, PA Holland World Bank Economic Review, 2021 | 47 | 2021 |
| Growth mindset interventions at scale: Experimental evidence from Argentina AJ Ganimian Educational Evaluation and Policy Analysis, 2020 | 43 | 2020 |
| Why do some school-based management reforms survive while others are reversed? The cases of Honduras and Guatemala AJ Ganimian International Journal of Educational Development 47, 33-46, 2016 | 43 | 2016 |
| What matters most in teacher policies: A framework for building a more effective teaching profession E Vegas, S Loeb, P Romaguera, AS Paglayan, N Goldstein, AJ Ganimian, ... Washington, DC: The World Bank, 2012 | 41* | 2012 |
| No logramos mejorar: Informe sobre el desempeño de Argentina en el Programa para la Evaluación Internacional de Alumnos (PISA) 2012 AJ Ganimian Buenos Aires, Argentina: Proyecto Educar 2050, 2012 | 35* | 2012 |
| Augmenting state capacity for child development: Experimental evidence from India AJ Ganimian, K Muralidharan, CR Walters National Bureau of Economic Research, 2021 | 33 | 2021 |
| Measuring up? How did Latin America and the Caribbean perform on the 2009 Programme for International Student Assessment (PISA)? AJ Ganimian, A Solano Rocha Washington, DC: Inter-American Dialogue, 2011 | 31* | 2011 |
| Theory and evidence on teacher policies in developed and developing countries E Vegas, AJ Ganimian Washington, DC: Inter-American Development Bank, 2013 | 30* | 2013 |
| América Latina en PISA 2012: ¿Cómo se desempeñan los estudiantes pobres y ricos? MS Bos, AJ Ganimian, E Vegas Washington, DC: Inter-American Development Bank, 2014 | 27* | 2014 |
| The untapped math skills of working children in India: Evidence, possible explanations, and implications AV Banerjee, S Bhattacharjee, R Chattopadhyay, AJ Ganimian | 25 | 2017 |
| How much are Latin American children learning? Highlights from the Second Regional Student Achievement Test (SERCE) AJ Ganimian Washington, DC: Inter-American Dialogue, 2009 | 19* | 2009 |
| The role of teachers' commitment to implement in delivering evidence-based social-emotional learning programs T Cramer, A Ganimian, P Morris, E Cappella Journal of school psychology 88, 85-100, 2021 | 16 | 2021 |
| América Latina en PISA 2012: ¿Cómo se desempeñan los estudiantes que asistieron a pre-escolar? MS Bos, A Ganimian, E Vegas Washington, DC: Inter-American Development Bank, 2014 | 14* | 2014 |
| The impact of combining performance-management tools and training with diagnostic feedback in public schools: Experimental evidence from Argentina R de Hoyos, S Djaker, AJ Ganimian, PA Holland Economics of Education Review 9, 102518, 2024 | 13* | 2024 |
| Avances y desafíos pendientes: Informe sobre el desempeño de Argentina en el Tercer Estudio Regional Comparativo y Explicativo (TERCE) del 2013 AJ Ganimian UNESCO, 2016 | 11 | 2016 |
| Learning from the best: Improving learning through effective teacher policies E Vegas, A Ganimian, A Jaimovich World Bank, Washington, DC, 2012 | 11 | 2012 |
| Bajos resultados, altas mejoras: ¿Cómo les fue a los estudiantes peruanos de primaria y secundaria en las últimas evaluaciones internacionales? AJ Ganimian MINEDU, 2015 | 10 | 2015 |
Emiliana VegasBrookings InstitutionVerified email at brookings.edu
