Can governments translate evidence on “what works” into learning gains in public schools? Morocco combined targeted remediation and structured pedagogy (two approaches ranked as “great buys” by a global evidence panel) and delivered them through the existing public-school workforce in 626 schools. Using a pre-registered matched difference-in-differences design across 276 schools and 22,846 students, we estimate that the program increased scores on an independent assessment after one year by 0.90 standard deviations: 0.52 in Arabic, 1.30 in French, and 0.93 in mathematics. Administrative records also show higher grade promotion (1.7 percentage points), while enrollment, which is nearly universal, remained unchanged.