Extremely high failure rates in primary education, negative international comparisons, and extremely limited access to computers are some of the factors that suggest serious problems in Latin American education. There is no evidence that a suitable model is being used to reflect on the quality of education in these countries. Many isolated actions are being carried out in the region, and knowledge is not accumulated in a way policymakers can use easily. Despite this lack of coordination, some promising strategies could be identified for improving academic achievement. Psycho-motor stimulation during early childhood, time spent during first grade to prepare children for formal training, instruction in basic skills, and preparation for living are all strategies that have been proved to reduce first-grade repetition. Applying these strategies to the whole system is suggested as a means to reducing premature negative results. Students' motivation to learn may be fostered by reducing their early failure. Several strategies for extending the school year combat economic pressure on students, government regulations, and teacher work traditions. Many strategies discussed have no, or very low, costs associated with them, making it more realistic for policymakers to raise the quality of education. (LAP)