Education decentralization plays an important role in Latin America. Most experiences of decentralization, based on transferring school administration to local communities, come from Central America, where the main objective was to improve school enrolment in remote rural areas. These experiences did not incorporate explicit objectives related to the improvement of the learning process. The Ecuadorian experience is novel because it represents a similar decentralization strategy but the main objective is to improve students´cognitive achievements. This chapter evaluates the impact of decentralization of rural schools in Ecuador on students´ cognitive achievements. By using propensity score matching on a restricted sample of program applicants, the study finds evidence of significant and positive effect of Redes Amigas on students´test scores. The impact can be attributed to both the improvement of school inputs and changes in the school management structure. However, significant and negative impact on bilingual (Spanish and Quichua) schools is found, potentially, reflecting a problem of culturally inadequate curricula. Because of data limitations results are inconclusive and tentative.