Alejandro J. Ganimian is an Assistant Professor of Applied Psychology and Economics at New York University's Steinhardt School of Culture, Education, and Human Development. His research employs randomized controlled trials to answer questions that are of interest to both economists and psychologists studying education. His research portfolio focuses on three fundamental challenges of school systems in low- and middle-income countries, including: addressing heterogeneity in students' preparation for schooling, improving school management, and developing the skills of first-generation students and those who drop out of school. His work has been published in the American Economic Review, Review of Educational Research, World Bank Economic Review, and Comparative Education Review. His research has been featured in The Economist, Scientific American, and Education Next, among other publications.
Prior to joining NYU-Steinhardt, Alejandro was a Senior Education Post-Doctoral Fellow at the Abdul Latif Jameel Poverty Action Lab (J-PAL) South Asia in New Delhi, India. He has consulted for multiple international organizations, including the Bill & Melinda Gates Foundation, the World Bank, the Inter-American Development Bank, the American Institutes for Research (AIR), the Grupo de Análisis para el Desarrollo (GRADE), and the Partnership for Educational Revitalization in the Americas (PREAL). He co-founded Enseñá por Argentina, an effort to recruit the country's top college graduates to teach in schools serving disadvantaged children, and Educar y Crecer, a program that offers remedial education to low-income children in the City and Province of Buenos Aires.
Alejandro holds a doctorate in Quantitative Policy Analysis in Education from Harvard University, where he was a fellow in the Multidisciplinary Program in Inequality and Social Policy, a master’s in Educational Research from the University of Cambridge, where he was a Gates Scholar, and a bachelor’s in International Politics from Georgetown University.
Ganimian, A. J., F. Barrera-Osorio, M. L. Biehl, & M. A. Cortelezzi (Accepted). Hard cash and soft skills: Experimental evidence on combining scholarships and mentoring in Argentina. Journal of Research on Educational Effectiveness.
de Hoyos, R., Ganimian, A. J., & P. A. Holland (forthcoming). Teaching with the test: Experimental evidence on diagnostic feedback and capacity-building for schools in Argentina. World Bank Economic Review.
Muralidharan, K., A. Singh, & A. J. Ganimian (2019). Disrupting education? Experimental evidence on technology-aided instruction in India. American Economic Review, 109(4), 1-35.
Ganimian, A. J., M. Alfonso, & A. Santiago (2017). More than words: Expressed and revealed preferences of top college graduates entering teaching in Argentina. Comparative Education Review, 61(3), 581-606.
Barrera-Osorio, F. & A. J. Ganimian (2016). The barking dog that bites: Test score volatility and school rankings in Punjab, Pakistan. International Journal of Educational Development, 49, 31-54.
Ganimian, A. J. & R. J. Murnane (2016). Improving educational outcomes in developing countries: Lessons from rigorous evaluations. Review of Educational Research, 86(3), 719-755.