In light of compelling evidence that links expanded education systems and socioeconomic development while highlighting the importance of policies to offset inequality in access (UNESCO, 2007), and spurred by the donor community and such initiatives as the Millennium Development Goals and Education for All, governments in developing nations are, to varying degrees, making efforts to increase school enrollment and equity. Evaluations of some of these recent policies and programs to increase school enrollment and persistence in developing nations include a number of randomized field trials and rigorous quasi-experimental studies. To the author's knowledge, a systematic review of randomized controlled trials and quasi-experiments of school enrollment and persistence strategies in developing nations has not yet been reported. By systematically gathering and analyzing rigorous research about the program effects of primary and secondary school enrollment and secondary school completion policies, the review will provide key evidence to inform the next wave of development efforts in this area. For this project, studies will be collected that respond to the question: "What are the documented impacts of school enrollment policies and programs in developing nations on enrollment and persistence outcomes (e.g., primary and secondary school enrollment, attendance, retention, primary to secondary transition, and secondary school completion), and on learning outcomes (e.g., test scores, grades, etc.)?"