…by far, was this.

or years education officials in most developing countries (and workers in international aid agencies, too) have talked as though private education for the very poor barely existed. The only hope for equipping these unfortunate people with basic literacy and numeracy, they’ve said, was to improve the reach and quality of free, compulsory, state-provided schooling.

But that hope appears dim at the moment. Public schools in most poor countries, where they operate at all, have long been recognized to be ineffective. Teachers are frequently unqualified for their work. Perhaps worse, they are often uninterested in it: In many poor countries, teaching jobs are viewed as sinecures, and many teachers are disinclined to show up for work at all. They do tend to organize, however. Their salaries add up, and public schools in most developing countries make heavy demands on the public purse. The whole issue has therefore been seen as a daunting question of resources: Vast sums will be required to provide free universal education of tolerable quality in Africa and South Asia; there is no cheap alternative; and the help of foreign donors will be essential.

The many fee-based slum schools that Tooley saw within a few minutes’ walk of the Charminar made him wonder about all this. So he began researching the reach and performance of private schools for the extremely poor in India and elsewhere, supported not by an official agency but by the private Templeton Foundation. What he found was startling.