Argentina and Brazil are both increasing enrollment in secondary education, yet exhibit differing levels of success in accompanying this growth with genuine learning improvements. While both countries are expanding access to high school, the quality of education provided varies significantly. The text highlights a disparity where inclusion primarily focuses on school attendance rather than actual educational outcomes. This suggests a potential problem where students are included in the system without necessarily receiving the support needed to thrive academically. The situation raises questions about the effectiveness of inclusion policies if they prioritize enrollment figures over demonstrable learning gains. Ultimately, the piece points to a crucial distinction between simply getting students *into* school and ensuring they *benefit* from their education in Argentina and Brazil.