This week, Results for Development’s education team published a multi-year effort assessing the effectiveness and impact of citizen-led education assessments of student learning. The various initiatives and campaigns (“CLAs” for short) are part of a vanguard effort in the education and transparency communities to leverage volunteer-led testing of student competencies towards advocacy and educational policy reform. As we describe in the study, the core theory of change being brought to bear by these efforts is that by generating new data around (the lack of) student learning, the public will increase its demands for educational reforms, and policy makers and service providers will be compelled to respond to those demands through increased investments in and smarter design around key educational programs.