Cognitive capability in school going children in rural India: a study of patterns & determinants

Abstract

ASER uses simple yet rigorous methods to generate evidence on the outcomes of education and programs affecting education in India through measurement of cognitive capability, based on reading and arithmetic tests. The 2018 ASER report has found that despite an increase in the enrollment numbers in primary school, the cognitive capability of primary school children in rural India has gone down. In this report, we examine some of the drivers of this decline using ASER data pertaining to child’s intrinsic abilities, household characteristics and village/school conditions. The aim is to understand the most suitable direction for policy focus to ensure high effectiveness.