Alejandro J. Ganimian

Alejandro J. Ganimian is an Associate Professor of Applied Psychology and Economics at New York University's Steinhardt School of Culture, Education, and Human Development, with a concurrent role as Visiting Associate Professor of Education at Harvard University's Graduate School of Education. He holds a Ph.D. in Quantitative Policy Analysis in Education from Harvard, an M.Sc. in Educational Research from the University of Cambridge (as a Gates Scholar), and a B.A. in International Politics from Georgetown University. His postdoctoral work included a fellowship at J-PAL South Asia.

His research focuses on addressing educational challenges in low- and middle-income countries, particularly transitioning schooling systems to prioritize learning outcomes for first-generation learners. Methodologically, he combines randomized controlled trials (RCTs) with innovative metrics in psychology and economics. Key areas include teacher preparation for heterogeneous classrooms, school management strategies, and policy evaluation.

• Education:
• Ph.D. in Quantitative Policy Analysis in Education (Harvard University)
• M.Sc. in Educational Research (University of Cambridge)
• B.A. in International Politics (Georgetown University)

Dr. Ganimian’s work has been published in top-tier journals like Nature, American Economic Review, and World Bank Economic Review. His research emphasizes scalable solutions, such as technology-aided instruction, mentorship programs, and diagnostic feedback systems for schools. He collaborates with governments and NGOs in Latin America and South Asia, advising initiatives like India’s Integrated Child Development Services (ICDS) and Argentina’s scholarship-mentoring programs.

• Awards and Fellowships:
• Jacobs Foundation Research Fellow
• National Academy of Education/Spencer Foundation Post-Doctoral Fellow
• Non-Resident Fellow at Brookings Institution

His research on education technology highlights gaps between applied and formal learning (e.g., market vs. classroom math skills in India) and evaluates large-scale interventions for policy impact. He co-founded Enseñá por Argentina and Educar y Crecer, programs addressing educational equity. His current projects focus on school accountability mechanisms, teacher training, and leveraging data for systemic improvements.