Overview

• Mexicanos Primero’s “Voces desde el Aula” reports a rushed implementation with scarce guidance and limited pedagogical support for teachers.
• Teachers value project‑based learning and greater autonomy but say execution is hampered by project costs, required parent participation and lack of experience.
• The study cites late or missing textbooks, shortages for students with disabilities and in regional languages, plus connectivity and infrastructure deficits in schools.
• Researchers warn there is no evidence the model, as applied, prioritizes foundational reading, writing and mathematics to address learning gaps.
• Fieldwork with basic‑education staff in Sinaloa, Michoacán, Yucatán and Jalisco underpins recommendations to strengthen training, optimize CTE sessions, ensure timely materials and improve intergovernmental coordination.