Are Better Equipped Schools Delivering Better Student Outcomes? Evidence from India

Dhananjay Patra, Nalin Bharti and Meghna Dutta

Indian Journal of Human Development, 2025, vol. 19, issue 1, 68-88

Abstract: Addressing the major challenges in India’s education system, particularly the disparities in school performance and student outcomes, remains a critical concern. Despite considerable progress in school access and enrolment, Indian schools face significant hurdles, including the varying quality of education, resource constraints and uneven teacher training standards. This study is pivotal in tackling these issues by proposing a model to identify key determinants of school performance and factors influencing students’ academic outcomes. It employs confirmatory factor analysis to create composite school performance indices across more than 670 districts, offering an in-depth view of the diverse influences on school effectiveness, which focuses on the longer-term outcomes and impacts of these inputs on the student community. Additionally, the use of structural equation modelling to identify key subjects impacting academic outcomes represents a novel approach in the context of Indian education. The study’s novelty lies in its comprehensive analysis of diverse factors ranging from teacher qualifications to student motivation and its large-scale application across various districts. The main takeaways underscore the importance of recruiting professionally trained teachers, enhancing student enrolment rates and boosting student motivation through initiatives such as incentives and midday meals for improved academic performance. These findings are crucial for policymakers and educational institutions in India, guiding them towards targeted interventions for elevating educational quality and equity.

Keywords: School performance; student outcomes; equipped schools; quality in education (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:inddev:v:19:y:2025:i:1:p:68-88

DOI: 10.1177/09737030251346751

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