Learning from Schools
Locally rooted practices to improve education outcomes at scale
Highlights
The Data Must Speak (DMS) Positive Deviance research explores what makes certain schools perform better than others facing similar challenges. Drawing on evidence from 13 countries and territories, this new synthesis report identifies schools that are “beating the odds” and uncovers the locally rooted practices and behaviours that contribute to their success. By analysing data from over 1,100 schools, the research highlights how everyday actions of teachers, school leaders, parents, and communities are already contributing to improving children’s foundational learning outcomes.
The report groups 15 effective practices and behaviours under six focus areas:
- Improving teachers’ skills
- Adopting student-centred pedagogies
- Preserving available learning time
- Leveraging community support
- Strengthening collaboration through effective communication
- Cultivating a safe, supportive school environment
Together, these insights provide actionable, evidence-based entry points for governments and partners to adapt and scale what already works within their education systems. Co-created with ministries of education, UNICEF and local education partners, the DMS Positive Deviance research underscores the power of local solutions to drive equitable, sustainable improvements in learning for every child.
Data Must Speak (DMS) is a global initiative launched in 2014 to address evidence gaps and mitigate the learning crisis using existing data. The DMS Positive Deviance research is co-created and co-implemented with Ministries of Education and key partners across 15 countries. It employs mixed methods and innovative approaches, including positive deviance, behavioral sciences, implementation research, and scaling science, to generate knowledge and practical lessons. The research focuses on understanding 'what works,' 'why,' and 'how' to scale grassroots solutions for national policymakers and the international education community.
