Lessons in Learning: An Analysis of Outcomes in India's Implementation of the Right to Education Act
Authors: Ayokunle Abogan, Ayaz Achakzai, Vera Bersudskaya, Sebastian Chaskel, Megan Corrarino, Emily Garin, Betsy Hoody, Chris Johnson, and Sangita Vyas under the supervision of Professor Jeffrey Hammer
Princeton University Woodrow Wilson School of Public & International Affairs
February 2013

Abstract: India's Right to Education Act (RTE), passed in 2009, declared public primary education a human right for all Indian children aged 6-14.  It established standards for school infrastructure, learning materials, teacher qualifications, and student admission; instituted private school quotas for children from disadvantaged groups; and created School Management Committees (SMCs).  Financing for RTE flows through the Sarva Shiksha Abhiyan (SSA), which pools resources from central and state governments to fund public and primary schools.

Using multiple datasets, this report analyzes how RTE's requirements have impacted both intermediate outcomes such as attendance of students and educators and school infrastructure, as well as the ultimate goal of student learning.  It also evaluates the efficacy of current accountability mechanisms.

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