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

dc.contributor.advisor	Morris, Sebastian
dc.contributor.author	Faraz, Ahmad
dc.contributor.author	Poddar, Arushi
dc.date.accessioned	2021-11-24T11:07:58Z
dc.date.available	2021-11-24T11:07:58Z
dc.date.issued	2020
dc.identifier.uri	http://hdl.handle.net/11718/24576
dc.description.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.	en_US
dc.language.iso	en	en_US
dc.publisher	Indian Institute of Management Ahmedabad	en_US
dc.subject	ASER	en_US
dc.subject	Education	en_US
dc.subject	Rural	en_US
dc.subject	Elementary	en_US
dc.title	Cognitive capability in school going children in rural India: a study of patterns & determinants	en_US
dc.type	Student Project	en_US