Overcoming the learning disadvantage for the first-generation learners: evidence from rural India

Rama Pal and Mallika Sinha ()
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Rama Pal: Indian Institute of Technology Bombay
Mallika Sinha: Indian Institute of Technology Bombay

Journal of Social and Economic Development, 2025, vol. 27, issue 1, No 7, 120-138

Abstract: Abstract Ensuring basic literacy and numeracy is the primary objective of India’s education policy. With the right to education (RTE) Act, India has universalized physical access. However, with little improvement in infrastructure, human resources and pedagogy, learning remains a concern, particularly for first-generation learners. First-generation learners are children from deprived sections with limited learning opportunities. Using the probit model for 3 years spanned over the decade post-RTE, the paper estimates the magnitude of the learning gap between first-generation learners and other students. The study further analyses the role of school resources to enhance the performance of first-generation learners and reduce the learning gap. The results demonstrate that substantial learning gaps are present, which have increased over the years. Simultaneously, the findings show a positive effect of libraries, smaller class sizes and female teachers on overall learning performance. Further, smaller class sizes and private schools are effective in reducing the learning gaps.

Keywords: Learning gaps; First-generation learners; Disparity; School characteristics; Rural India (search for similar items in EconPapers)
JEL-codes: I21 I24 (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1007/s40847-024-00334-8

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