Can Schools’ Accountability for Learning be Strengthened from the Grassroots?

Investigating the potential for community-school partnerships to improve all children’s foundational learning in rural India.

Designed and implemented by ASER Centre in collaboration with the University of Cambridge, ‘Accountability from the grassroots’ is a mixed-methods longitudinal evaluation investigating the potential for community-school partnerships in India. The study was supported by a grant from the Economic and Social Research Council (ESRC) and the Department for International Development (DFID), UK, under Call 3 of the Raising Learning Outcomes in Education Systems program. Designed as a Randomised Control Trial (RCT) with embedded qualitative case studies, it evaluates a Pratham intervention in Sitapur district, Uttar Pradesh, that aimed to raise learning outcomes by facilitating local, community-led action, notably by strengthening school actors’ engagement with, and accountability to, local communities. The study covered 400 villages and about 24,000 children in grades 2, 3 and 4 in Sitapur, divided into a control group and two treatment arms.

Duration: 2018 – 2022
Location: Sitapur district, Uttar Pradesh
Partners: University of Cambridge, ASER Centre and Pratham Education Foundation


Parental involvement in children’s learning: the role of household wealth in rural India - Cashman, L., Sabates, R. and Alcott, B. 2021

Education accountability relationships between schools, communities, and government in India - Bhattacharjea, S. and Ramanujan P. 2020

Accountability from the grassroots: Children’s foundational reading and arithmetic in Sitapur District, Uttar Pradesh - Sabates, R., Bhattacharjea, S. and Wadhwa, W. 2020

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