While impressive strides have been made towards universalising access to elementary education in India, available evidence indicates that learning levels at the primary level remain poor. However, while we know much about learning levels at primary level, there is insufficient evidence at post- primary level. This study carried out in one district each in Bihar and Maharashtra helps bridge this gap in our knowledge of post – primary education. The study finds that large numbers of children without foundational skills in math and language move smoothly upward through the school system. The fact that around 13.6% of upper-primary children who made grade appropriate transitions could not read a grade 2 level text fluently and 10% could not solve subtraction problems repudiate the assumption that transition through grades corresponds to grade-appropriate learning. The report provides information on children’s performance in different competencies in four subjects which can serve as important feedback into curriculum development, academic resource planning and teacher training.

Duration: 2012-2015
Partners: Pratham and MacArthur Foundation
Location: Maharashtra (Satara district) and Bihar (Nalanda district)