As more governments and non-governmental organizations are prioritizing both the inclusion of refugees into national systems and the strengthening of assessment practices, it is essential to take stock of what has been done over the last ten years and what can be learned from this to ensure that refugee learners have access to quality education. The present review aims at understanding the state of the evidence regarding learning outcomes for refugees and displaced learners. This includes both academic and non-academic outcomes, with an emphasis on socio-emotional learning (SEL) in the latter case. The purpose of the study does not include reporting on the learning outcomes of refugee learners. To understand the breadth, quality and purpose of evidence currently being generated on refugees’ learning outcomes, the review focused on several key research questions: 1) What are the characteristics of the evidence available on the academic and non-academic learning outcomes of refugees? 2) What is the quality of evidence being produced on refugees’ learning levels? 3) How is the current evidence generation aligned to national policy making?