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Education ministries worldwide have promoted community engagement through school committees. This paper presents results from a large field experiment testing alternative approaches to strengthen school committees in public schools in Indonesia. Two novel treatments focus on institutional reforms. First, some schools were randomly assigned to implement elections of school committee members. Another treatment facilitated joint planning meetings between the school committee and the village council (linkage). Two more common treatments, grants and training, provided resources to existing school committees. We find that institutional reforms, in particular linkage and elections combined with linkage, are most cost-effective at improving learning. (JEL H52, I21, I25, I28, O15)

Learning profiles that track changes in student skills per year of schooling often find shockingly low learning gains. Using data from three recent studies in South Asia and Africa, we show that a majority of students spend years of instruction with no progress on basics. We argue shallow learning profiles are in part the result of curricular paces moving much faster than the pace of learning. To demonstrate the consequences of a gap between the curriculum and student mastery, we construct a simple, formal model, which portrays learning as the result of a match between student skill and instructional levels, rather than the standard (if implicit) assumption that all children learn the same from the same instruction. A simulation shows that two countries with exactly the same potential learning could have massively divergent learning outcomes, just because of a gap between curricular and actual pace-and the country which goes faster has much lower cumulative learning. We also show that our simple simulation model of curricular gaps can replicate existing experimental findings, many of which are otherwise puzzling. Paradoxically, learning could go faster if curricula and teachers were to slow down.www.cgdev.org Lant Pritchett and Amanda BeattyElectronic copy available at: http://ssrn.com/abstract=2102726 The Negative Consequences of Overambitious Curricula in Developing CountriesLant Pritchett Non-Resident Fellow, CGD Kennedy School of Government, Harvard Amanda Beatty Innovations for Poverty ActionWe would like to thank many, while implicating none. This paper grew out of insights gleaned from conversations with Rukmini Banerji and her tireless efforts to improve learning in India. Conversations with Luis

Highlights We use nationally representative data to create mathematics learning profiles for Indonesia. We compare student learning levels and changes in learning from 2000 to 2014 to curriculum expectations. Students’ mastery of basic skills is low. Over 14 years, learning declined by approximately 0.25 standard deviations. The average child in grade 7 in 2014 had learned as much as the average child in grade 4 in 2000. Changes in learning were not driven by changes in student composition.