Dropout Study 21 States

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eTE

HAPTER - 1

1.0 Prologue

The phenomenon of students discontinuing studies and repeating grades before completing

elementary level of education is a major impediment in achieving Universalization of

Elementary Education (UEE). In order to assess its impact on achievement of UEE, it is

necessary to estimate dropout and repetition rates at primary and upper primary stages as

well as transition rate from primary to upper primary. At present there are two main

sources of information on dropout rates (1) official statistics published annually by MHRD in

Selected Educational Statistics (SES) now renamed Statistics of School Education (SSE) and

(2) District Information System of Education (DISE), initially developed for District PrimaryEducation Programme by NIEPA (now NUEPA) and later expanded to cover all recognized

schools of the country offering primary/upper primary education under Sarva Shiksha

Abhiyan (SSA). Databases for both of them are the educational statistics supplied by all

recognized schools of the country. In the case of DISE the schools are supposed to fill up

specially designed forms and the school report card become available on to NUEPA on line.

The SSE reports dropout rates for grades 1 to 5 and 1 to 8, which are actually crude

estimates of the percentage of children who drop out from school between grade 1 and

grade 5 and between grade 1 and grade 8. The first is based on the ratio of the current yearenrolment of grade 5 to grade 1 enrolment of 4 years back. This indicator does not take

repeaters and lateral entry cases into consideration.

DISE uses the data on enrolment and number of repeaters of two consecutive years to

compute the percentage of students who dropout from primary stage of education in a

year. Since some schools that supply data in one year do not supply data in the following

year, the average dropout is computed on the basis of the data of common schools, that is,

those which supplied data in both the years. The annual dropout rates so derived are

published in DISE reports. The dropout rate thus computed does not take lateral entry casesinto consideration.

In view of the stated limitations of both the sources, an attempt was made to modify the

procedure of identification of dropouts when on behalf of Ministry of Human Resource

Development (MHRD), EdCIL commissioned Development & Research Services (DRS) to

conduct a sample survey in 21 major states of the country in 2008-09 to assess the dropout

rates at primary and upper primary levels of education. The modified procedure used in the

survey is as follows;

Survey for Assessment of Dropout Rates at Elementary Level in

21 States

FINAL REPORT

Submitted To:

Submitted By:TNS India Private Limited

8th Floor, Block 4 B DLF Corporate Park,DLF City, Phase - III M G Road

Gurgaon 122 002,d +91 124 448 8800, f +91 124 448 8878

www.tnsglobal.com

January 2013


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FIGURES AT A GLANCE

A. Grade wise School LeaversRate for the year 2009-10

Sr.

No State Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

1 Andhra Pradesh 11.5 10.3 8.5 8.4 4.8 5.4 3.0 -

2 Assam 4.2 3.3 1.9 1.5 5.4 3.4 2.8 -

3 Bihar 7.9 7.2 8.2 7.4 6.3 6.0 4.9 1.3

4 Chhattisgarh 7.3 4.9 7.5 6.8 1.4 9.5 5.1 2.1

5 Delhi 1.6 1.4 1.4 1.0 1.0 1.3 1.3 0.3

6 Gujarat 4.5 4.0 4.2 4.3 5.5 4.0 2.3 -

7 Haryana 4.2 3.8 4.2 3.3 1.6 1.0 1.4 0.7

8 Himachal Pradesh 2.3 2.4 2.3 1.7 1.5 3.6 1.4 0.4

9 Jammu & Kashmir 13.6 5.8 3.9 2.2 1.1 2.4 1.7 1.010 Jharkhand 9.7 8.6 10.1 9.1 8.7 8.3 7.6 4.8

11 Karnataka 4.3 3.4 3.5 3.7 3.4 3.1 1.4 -

12 Kerala 2.5 2.5 2.4 1.7 4.3 1.6 1.3 -

13 Madhya Pradesh 6.9 8.0 5.7 6.4 2.4 4.1 3.0 3.8

14 Maharashtra 4.7 4.2 2.4 2.6 6.8 4.9 1.8 -

15 Orissa 2.8 2.9 2.4 2.8 2.0 3.4 6.1 -

16 Punjab 7.4 5.9 5.6 5.0 4.1 4.9 4.7 5.0

17 Rajasthan 15.1 14.2 13.0 12.0 6.6 11.9 7.8 5.9

18 Tamil Nadu 3.2 2.2 1.9 1.2 2.0 4.9 4.0 4.0

19 Uttar Pradesh 6.7 6.5 5.9 5.3 1.1 2.9 4.4 2.6

20 Uttarakhand 2.0 2.0 1.7 2.0 0.8 2.1 2.7 1.1

21 West Bengal 2.7 2.7 2.3 1.9 1.0 2.0 1.7 0.4

All States 6.3 5.9 5.4 5.0 3.3 4.8 4.0 2.8


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B. Grade wise Dropout Rate for the year 2009-10

Sr.

NoState Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

1 Andhra Pradesh 1.3 1.4 2.0 0.9 9.0 1.6 3.2 -

2 Assam 1.7 1.1 1.2 7.0 2.4 1.8 5.9 -3 Bihar 2.3 2.3 2.7 1.9 6.2 1.6 1.3 0.5

4 Chhattisgarh 2.8 1.6 2.7 2.5 13.7 6.1 2.4 1.7

5 Delhi 0.3 0.3 0.7 0.2 21.6 0.2 0.5 0.2

6 Gujarat 0.4 0.4 0.8 2.3 0.5 0.3 7.8 -

7 Haryana 0.8 0.6 0.8 0.7 6.5 0.3 0.1 0.2


9 Jammu & Kashmir 0.7 0.8 0.4 0.2 4.5 0.8 0.4 0.3

10 Jharkhand 2.5 2.1 2.1 1.8 6.5 2.7 3.0 2.7

11 Karnataka 1.0 1.2 0.8 1.1 3.5 1.7 9.6 -

12 Kerala 0.1 0.0 0.0 15.5 0.1 0.1 10.5 -

13 Madhya Pradesh 2.3 1.5 1.5 0.9 7.9 2.2 1.7 2.5

14 Maharashtra 1.7 0.7 0.4 4.9 0.2 0.2 3.9 -

15 Orissa 0.5 0.4 0.5 0.5 5.0 1.5 8.3 -

16 Punjab 3.2 2.3 2.6 2.6 9.0 1.7 2.2 0.5

17 Rajasthan 2.6 2.2 2.1 2.5 6.6 2.5 2.2 2.0

18 Tamil Nadu 0.6 0.4 0.6 0.4 6.0 2.3 1.6 1.8

19 Uttar Pradesh 1.5 1.9 1.5 1.0 18.1 1.5 1.7 1.2

20 Uttarakhand 1.0 1.1 0.9 1.0 4.5 1.0 1.0 0.4

21 West Bengal 1.5 1.1 0.8 6.9 0.1 0.4 0.4 0.2

All States 1.6 1.4 1.4 2.1 10.1 1.6 3.3 1.3


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C. Grade wise Repetition Rate for the year 2009-10

Sr.

NoState Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

1 Andhra Pradesh 4.7 4.9 3.3 4.2 0.9 1.5 1.7 -

2 Assam 12.3 7.3 6.1 5.6 9.2 5.2 5.6 -3 Bihar 24.8 15.3 10.8 8.1 4.8 4.9 4.0 2.0

4 Chhattisgarh 8.5 6.6 7.2 5.2 0.9 3.9 3.5 1.4

5 Delhi 3.0 2.5 2.6 1.6 0.6 0.9 1.1 0.6

6 Gujarat 9.5 8.3 8.3 6.7 7.6 6.2 3.3 -

7 Haryana 3.6 3.3 3.4 3.1 1.5 3.6 4.5 1.2


9 Jammu & Kashmir 8.1 4.9 3.9 1.9 2.4 1.7 1.4 6.3

10 Jharkhand 24.9 15.6 13.6 11.8 6.8 8.5 7.5 5.5

11 Karnataka 0.8 0.4 0.3 0.6 0.4 0.5 0.2 -

12 Kerala 1.0 1.2 1.0 1.0 0.7 0.4 0.3 -

13 Madhya Pradesh 14.1 11.2 9.8 9.9 6.1 8.8 5.1 2.7

14 Maharashtra 2.2 2.1 1.1 0.5 5.0 4.2 0.4 -

15 Orissa 11.0 4.0 2.8 3.0 1.7 1.4 3.4 -

16 Punjab 11.8 8.3 7.5 6.5 3.4 9.0 7.3 18.2

17 Rajasthan 19.3 17.1 12.7 10.1 5.5 13.0 8.4 11.1

18 Tamil Nadu 2.4 1.9 0.8 0.7 0.5 2.5 2.3 1.9

19 Uttar Pradesh 4.5 3.9 3.8 3.6 0.4 1.2 2.2 1.3

20 Uttarakhand 2.4 1.1 0.7 0.4 0.3 0.2 0.4 0.2

21 West Bengal 25.5 12.3 9.3 5.1 12.9 13.1 9.1 6.1

All States 11.2 7.4 5.9 4.8 3.0 4.7 3.6 3.4


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D. Stage wise average Repetition and Dropout Rate

Sr.

NoState

Primary stage Upper primary stage

Repetition

Rate

Dropout

Rate

Repetition

Rate

Dropout

Rate

2008-09

2009-10

2008-09

2009-10

2008-09

2009-10

2008-09

2009-10

1 Andhra Pradesh 3.4 3.6 3.0 2.9 1.4 1.6 3.4 2.4

2 Assam 11.2 8.0 3.2 2.6 9.4 6.7 4.6 3.3

3 Bihar 14.0 13.3 3.4 3.0 4.8 3.7 1.1 1.2

4 Chhattisgarh 6.8 5.8 3.0 4.4 5.4 3.0 1.5 3.4

5 Delhi 1.8 2.1 2.7 4.3 1.8 0.9 0.3 0.3

6 Gujarat 7.6 8.2 1.0 1.0 6.2 5.7 3.5 3.0

7 Haryana 4.9 3.0 2.1 1.8 6.8 3.1 0.4 0.28 Himachal Pradesh 2.2 0.6 1.4 1.4 5.8 1.8 1.4 0.9

9 Jammu & Kashmir 4.9 4.4 1.3 1.3 6.3 3.1 0.7 0.5

10 Jharkhand 15.7 14.7 3.5 3.0 10.1 7.3 2.1 2.8

11 Karnataka 1.1 0.5 1.6 1.5 0.4 0.4 6.8 5.7

12 Kerala 1.1 1.1 2.7 4.2 0.9 0.5 2.9 3.7

13 Madhya Pradesh 12.9 10.3 3.2 2.8 9.1 5.7 1.5 2.2

14 Maharashtra 3.6 1.5 1.8 2.0 2.4 3.1 1.7 1.5

15 Orissa 7.2 4.7 2.7 1.3 6.3 2.5 4.1 5.0

16 Punjab 11.3 7.5 3.4 3.9 15.3 11.9 0.5 1.4

17 Rajasthan 14.9 13.4 3.2 3.1 14.2 10.8 2.7 2.2

18 Tamil Nadu 1.5 1.2 2.6 1.7 1.8 2.2 1.3 1.9

19 Uttar Pradesh 3.3 3.3 2.4 4.6 1.6 1.6 1.5 1.5

20 Uttarakhand 1.9 1.0 2.6 1.7 1.8 0.3 1.2 0.8

21 West Bengal 15.8 14.0 3.9 2.5 12.2 10.6 0.4 0.3

All States 7.5 6.6 2.7 3.1 5.4 4.0 2.1 2.2


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List of Abbreviations Used

AIES All Educational Survey

AIE Alternative and Innovative EducationDRS Development & Research Services Pvt. Ltd

DISE District Information System of Education

EGS Education Guarantee Scheme

EdCIL Educational Consultants Limited

MHRD Ministry of Human Resource Development

SSA Sarva Shiksha Abhiyan

SC Scheduled Caste

ST Scheduled Tribe

UEE Universal Elementary Education


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Executive summary

In this study 4,154 schools (2,401 primary and 1,753 upper primary) were covered from 21

states. These states are Andhra Pradesh, Assam, Bihar, Chhattisgarh, Gujarat, Haryana,

Himachal Pradesh, Jammu & Kashmir, Jharkhand, Karnataka, Kerala, Madhya Pradesh,

Maharashtra, Orissa, Punjab, Rajasthan, Tamil Nadu, Uttar Pradesh, Uttarakhand and West

Bengal. In addition the National Capital Territory (NCT) of Delhi was also included.

The main objectives of the study were to recheck the data that was collected in 2009

survey through the DS-4 schedule and to provide estimates of dropout, repetition and

promotion rates for the year 2008-09 and 2009-10. The data was collected on

enrolment, promotees, repeaters, school leavers, dropout (for 2008-09 and 2009-10),

and lateral entrants (for 2009-10) from grade 1 to grade 7/8 as per the school pattern

from all the sampled schools. A separate report has been submitted for rechecking thedata for the year 2007-08.

Education is a state subject so each state follows a different grades pattern for primary

and upper primary stages therefore the state pattern has been used everywhere,

wherever the indicators are calculated for primary and upper primary stage.

2.0 Coverage of Schools and their status of Enrolment, Attendance Rates and House visits

of School Leavers

The schools selected for the survey were a sub sample of the survey carried out in 2009which were selected through stratified sampling. To select 4,200 schools for the present

survey from among the list of 8,016 schools of the previous survey, the simple circular

systematic procedure was used which implicitly maintained the same proportion in the

subsample as that of in the sampling frame.

In the sample covered there were 2,401 primary schools, 1,008 upper primary schools with

primary grades, 392 schools with only upper primary grades and 353 upper primary schools

with secondary grades. Almost a similar sample size was covered in each state and it

ranged between 170 schools (Delhi) and 218 schools (Uttar Pradesh).

The total numbers of students enrolled have decreased in almost all the classes in 2009-10

as compared to 2008-09. Some of the states with high enrolment at the primary stage are

Delhi, Bihar, Uttar Pradesh, Jharkhand, West Bengal, Karnataka and Gujarat in both the

assessment years.

2.3 Students in Kerala (94.8%) and Maharashtra (91.5%) have attendance rates in excess of

90% in primary stage. Grade 5 recorded the highest attendance rate at all states level for

the primary stage. Students in Maharashtra (92.1%) and Tamil Nadu (90.9%) have


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attendance rates in excess of 90% at the upper primary stage. Attendance rate for all the

states combined together is around 75% for both primary and upper primary stages.

2.4 During the years 2008-09 and 2009-10, houses of 48,462 students of primary grades and

14,791 students of upper primary grades had left school respectively; their houses were

visited to ascertain their education status.

2.5 A total of 48,913 houses of 2008-09 pass-outs and 49,611 houses of 2009-10 pass outs

of primary schools were visited during the survey. In upper primary schools, 21,004 and

21,471 students were found to be passed out during 2008-09 and 2009-10 respectively and

their houses were visited to ascertain the education status.

3.0 School Leavers, Pass out, Transition Rate and Lateral Entrants

Not only the data was collected from the school registers but also visits were made to the

houses of the school leavers and the students of the terminal grades (class 7 or lower) to

find out from the parents whether the child had continued or discontinued the further

studies. In case the student was not admitted in any other school then the present activity

of the child was also taken from the parents. For the dropouts the reason for dropping out

of the school was also recorded.

3.1 The status of the school leavers was ascertained by visiting the houses of school leavers.

The parents were questioned whether their son/daughter had taken admission in some

other school or dropped out of the school. In case of continuation the status was

ascertained whether the students admitted as promotee or repeater in some other school.

At the primary stage Kerala had the highest continuation rate among the school leavers in

2008-09 (93%) and 2009-10 (94.5%). Discontinuation rate among the school leavers of close

to 50% was recorded in West Bengal in both the assessment years. At the upper primary

stage, Kerala, Maharashtra and Gujarat recorded more than 80% continuation rate amongst

the school leavers in both 2008-09 and 2009-10.

3.2Punjab is the state where highest percentage (94.3%) of pass outs continued and Assam

is the state where highest percentage (19.3%) of graduates discontinued in their education.

3.3 Transition rate at the primary stage was 87.5% for the year 2008-09 and it decreased

marginally to 87.2% in 2009-10. West Bengal recorded the lowest transition rate (80.9%) in

2008-09.

3.4 Data was also collected for the students who took admission in schools directly in grade

2 or above from either other recognized schools, unrecognized schools/ home or private

tuitions and other Bridge/AIE/EGS course and it was noted that a total of 12.9% (28,949

students) of the students took admission in the school as a lateral entrants at the primarystage and 9.5% students took admission as lateral entrants at the upper primary stage.


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4.0 Promotion Rate, Repetition Rate and Dropout Rate

4.1 Promotion rate has increasedbetween the year 2008-09 and 2009-10 and at all states

level. The promotion rate was lowest for grade 1 in both the assessment years. Upper

primary grades fared better as far as promotion rate was concerned. At both primary and

upper primary stage, there has been almost similar percentage increase in promotion rate

between the two years for both boys and girls.

4.2 The repetition rate for primary grades (grade 1-4/5) at all states level for the year 2008-

09 is 7.5% and in 2009-10 the rate has declined to 6.6%. A higher repetition rate was

recorded for boys as compared to the girls at both primary and upper primary stage. The

repetition rate decreased from 5.4% to 4% in 2009-10.

4.3 At all states level the dropout rate at the primary stage was 2.7% in 2008-09 and it

increased to 3.1% in 2009-10. At the upper primary stage the dropout rate have remained

almost same at 2.1% and 2.2% for the two years. At the primary stage there is a similar

dropout rate for boys and girls but at the upper primary stage there is a higher percentage

of boys dropping out as compared to the girls.

5.0 Reconstructed Cohort Analysis

Dropouts in this study are those students who enroll themselves in schools and withdraw

prematurely before they complete primary/elementary level .The cohort method is used to

assess the dropout rate in this study wherein a particular batch of students joining grade Iduring a particular year are followed during the successive years in the next higher grades,

till the end of that stage and in our case the students data is collected for two consecutive

years that is 2008-09 and 2009-10.

5.1Cohort dropout rate is based on the inefficiencies (repetition and dropout rate) in the

education system. For primary stage, the cohort dropout rate for 2008-09 was 14.2% and

the same had increased to 16.8% in 2009-10. For elementary level (1-7) the cohort dropout

rate for 2008-09 was 19.2% and it had increased to 20.5% in 2009-10. For elementary level

(grade 1-8) cohort dropout rate for 2008-09 was found to be 19.6% and it had gone up to23.2% in 2009-10. The cohort dropout rate for elementary level was higher than the primary

stage.

5.2At all states level the coefficient of internal efficiency at primary stage for 2008-09 was

81.6% and the same had decreased to 80.8% in 2009-10. At elementary level (grade 1-7),

the coefficient of internal efficiency for 2008-09 was 80.4 % and in 2009-10, it had

decreased marginally to 80.2%. For elementary level (grade 1-8) the Coefficient of efficiency

had decreased from 81.6% in 2008-09 to 80.8% in 2009-10.


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6.0 Indicators for Different Social Groups (SC/ ST/ Muslims)

6.1 20.7% of the students enrolled from grade 1-7/8 belonged to SC social group, 8.5% to

the ST and 13.8 % to the Muslims.

6.2 4,990 SC students houses were visited 2009-10, 2,619 ST students houses and 2,956

Muslim students houses were visited at the primary and upper primary stage to ascertain

their continuation/discontinuation status.

6.3 Nearly one-fourth of the total SC students who left the school in 2008-09, discontinued

their education and it increased to 34.9% in 2009-10. About 1/4th

of the total ST and

Muslim school leavers in 2009-10, discontinued education after leaving the school in

primary grades.

6.4 The school leavers rate for the year 2009-10 was highest amongst the ST students at

the primary and upper primary stage.

6.5 Around 35% of the school leavers dropped out amongst the SC, ST and Muslims at the

primary stage and 37% at the upper primary stage.

6.615.3 % of SC, 7.4% of ST and 15% of Muslims pass outs of the terminal grade of the

school whose houses were visited had discontinued their education at the primary stage.

7.9% of SC, 7.8% of ST and 6.2% of the Muslims discontinued education before completing

the upper primary stage.

6.7Pass out rate of the SC, ST and Muslims is discussed in this section.

6.8 Grade 1 and 5 recorded a lower promotion rate for SC, ST and Muslims as compared to

other grades.

6.9 At the all states level highest repetition rate for the year 2009-10 was recorded for STstudents at the primary and upper primary stage. A higher repetition rate was recorded at

the primary stage as compared to the upper primary stage, There were 4.1%SC, 5.1% ST

and 3.5% Muslims repeaters at the primary stage and 3.3% SC, 4.3%ST and 3.3% Muslims

repeaters at the upper primary stage at the all states level in 2009-10.

6.10 At all states level the highest dropout rates were found for SC at the primary stage and

for ST students (2.7%) at the upper primary stage. A higher dropout rate was recorded for

the upper primary stage. 3.3% of SC, 2.6% of ST and 2.6% of Muslims dropped out at the

primary stage and 1.8% of SC, 2.7% of ST and 1.8% of Muslims dropped out at the upper

primary stage.6.11 The cohort dropout rate for elementary level is higher as compared to the primary

stage and SCs recorded a high cohort dropout rate at the primary (17.8%) and elementary

level (22.2%). Cohort dropout rate for STs at the primary stage 14.4% and 20.8% at the

upper primary stage and Muslims recorded the lowest cohort dropout rate amongst the

social group, 13.6% at the primary stage and 17.9% at the upper primary stage.

7.0 Reasons for dropping out and their current activity

7.1 The topmost reasons for dropping out are lack of interest in studies, economic condition

of the parents, migration of family and to help the family in domestic work.


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7.2 After dropping out the children were involved in helping their parents in household

work, occupation work, working to earn money and a lot of students were also sitting idle

and doing nothing. %). More or less the students after dropping out from upper primary

classes were helping the parents in earning the money, either by getting them involved in

the agriculture and allied activities or directly by doing work to earn money.


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Table of Contents

CHAPTER I Prologue1.1 Objectives of Survey 19

1.2 Pattern of grades in different stages of school education in 21 states 20

1.3 Definitions of the terms used in the survey 20

1.4 Approach of the study 21

1.5 Methodology adopted for the study 231.6 Structure and Management of fieldwork 28

1.7 Statistical analysis of data 30

1.8 Organization of the report 34

CHAPTER II Coverage of Schools and their status of Enrolment, Attendance Rates and House visits of

2.1 Schools Coverage 36

2.2 Student enrolment in the sampled schools 38

2.3 Attendance rates on the day of school visit 39

2.4 Visits to the houses of school leavers 41

2.5 Visits to the houses of pass-outs of last grade 42

CHAPTER III School Leavers, Pass outs, Transition Rate and Lateral Entrants

3.1 School Leavers and Status 44

3.1.3 School leavers Rates 46

3.1.4 Discontinued students among school leavers 493.2 Pass out Rates 53

3.3 Transition Rate 56

3.4 Lateral Entrants 57

CHAPTER IV Promotion Rate, Repetition Rate and Dropout Rate

4.1 Promotion Rates 63

4.2 Repetition Rates 65

4.3 Dropout Rates 68

CHAPTER V Reconstructed Cohort Analysis

5.1 Cohort Dropout Rate 72

5.2 Coefficient of Internal Efficiency 74

5.3 Average duration of study 77

CHAPTER VI Indicators for Different Social Groups (SC/ ST/ Muslims)

6.1 Enrolment 786.2 Visits to the houses of school leavers 80

6.3 Status of the school leavers 81

6.4 School Leavers rate 83

6.5 Dropouts among School Leavers 85

6.6 Visits to the houses of pass-outs and their status 86

6.7 Pass out Rates 86

6.8 Promotion Rate 92

6.9 Repetition Rate 93

6.10 Dropout Rate 95

6.11 Cohort Dropout Rate 97

6.12 Coefficient of Internal efficiency 98

6.13 Average duration of study 99

CHAPTER VII Reasons for dropping out and their current activity7.1 Reasons for Dropping out 100

7.2 Current Activity of the Dropouts 102

Annexure I: Tables 104-223

Annexure II- Statistical Analysis 224-227

Annexure III: Tools used for data collection 228-237


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List of Tables in Annexure

Table Description

Chapter 2 : Coverage of Schools and their status of Enrolment, Attendance Rates and

House visits of School Leavers

Table 2.1.1 Number of schools covered, schools replaced and schools could not be covered 104

Table 2.1.2 Number of school covered by area and school category105

Table 2.1.3 Primary and upper primary school by type of management 106

Table 2.2.1

Grade wise enrolments in the sampled primary schools by gender across study states as

on 30th Sep 2009 107

Table 2.2.2

Grade wise enrolments in the sampled primary schools by gender across study states as

on 30th Sep 2010 108

Table 2.2.3

Grade wise enrolments in the sampled upper primary schools by gender across study

states as on 30th Sep 2009 109

Table 2.2.4

Grade wise enrolments in the sampled upper primary schools by gender across study

states as on 30th Sep 2010 110

Table 2.3.1

Grade wise attendance rates on the day of visit in schools for primary schools by gender

across study states 111

Table 2.3.2Grade wise attendance rates on the day of visit in schools for upper primary school bygender across study states 112

Table 2.4.1

Grade wise number of school leavers of primary stage whose houses were visited-

2008-09 113

Table 2.4.2

Grade wise number of school leavers of primary stage whose houses were visited -

2009-10 114

Table 2.4.3

Grade wise number of school leavers of upper primary stage whose houses were

visited-2008-09 115

Table 2.4.4

Grade wise number of school leavers of upper primary stage whose houses were visited

2009-10 116

Table 2.5.1

Number of graduates and completers of highest grade by gender & stage, whose

houses were visited, 2008-09 & 2009-10 117

Table 2.5.2 Number of graduates of terminal classes whose houses were visited 118

Chapter 3:School Leavers, Pass outs, Transition Rate and Lateral Entrants

Table 3.1.1

Grade wise status of primary school leavers (boys) whose house were visited for the

year 2008-09 119

Table 3.1.2

Grade wise status of primary school leavers (girls) whose house were visited for the

year 2008-09 120

Table 3.1.3

Grade wise status of primary school leavers (total) whose house were visited for the

year 2008-09 121

Table 3.1.4

Grade wise status of primary school leavers (boys) whose house were visited for the

year 2009-10 122

Table 3.1.5

Grade wise status of primary school leavers (girls) whose house were visited for the

year 2009-10123

Table 3.1.6

Grade wise status of primary school leavers (total) whose house were visited for the

year 2009-10 124

Table 3.1.7

Grade wise status of upper primary school leavers (boys) whose house were visited for

the year 2008-09 125

Table 3.1.8

Grade wise status of upper primary school leavers (girls) whose house were visited for

the year 2008-09 126

Table 3.1.9

Grade wise status of upper primary school leavers (total) whose house were visited for

the year 2008-09 127

Table 3.1.10

Grade wise status of upper primary school leavers (boys) whose house were visited for

the year 2009-10 128

Table 3.1.11

Grade wise status of upper primary school leavers (girls) whose house were visited for

the year 2009-10 129

Table 3.1.12

Grade wise status of upper primary school leavers (total) whose house were visited for

the year 2009-10 130


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Table Description

Table 3.1.13

Grade wise school levers by gender in primary classes as on 30th Sep 2008 & 30th Sep

2009 131

Table 3.1.14

Grade wise school levers by gender in primary classes as on 30th Sep 2009 & 30th Sep

2010 132

Table 3.1.15

Grade wise school levers by gender in upper primary classes as on 30th Sep 2008 &

30th Sep 2009 133

Table 3.1.16

Grade wise school leavers by gender in upper primary classes as on 30th Sep 2009 &

30th Sep 2010 134

Table 3.1.17

Grade wise discontinued students among school leavers by gender in primary grades as

on 30th Sep 2009 135

Table 3.1.18

Grade wise discontinued students among school leavers by gender in primary grades as

on 30th Sep 2010 136

Table 3.1.19

Grade wise discontinued students among school leavers by gender in upper primary

grades as on 30th Sep 2009 137

Table 3.1.20

Grade wise discontinued students among school leavers by gender in upper primary

grades as on 30th Sep 2010 138

Table 3.3 Transition rate of primary stage by years 139

Table 3.4.1

Grade wise number of lateral entrants from total enrolment by gender in primary

grades 2 and above 140

Table 3.4.2

Grade wise number of lateral entrants from total enrolment by gender in upper primary

grades 5 and above 141

Table 3.4.3

Grade wise percentage of students from EGS/AIE/Bridge course from total enrolment

by gender in primary grade 2 and above 142

Table 3.4.4

Grade wise percentage of students from EGS/AIE/Bridge course from total enrolment

by gender in upper primary grade 5 and above 143

Table 3.4.5

Grade wise percentage of students from home/private tuition/unrecognized schools

from total enrolment by gender in primary grade 2 and above 144

Table 3.4.6

Grade wise percentage of students from home/private tuition/unrecognized schools

from total enrolment by gender upper primary grade 5 and above 145

Table 3.4.7

Grade wise percentage of students transferred from recognized school from total

enrolment by gender in primary grade 2 and above 146

Table 3.4.8

Grade wise percentage of students transferred from recognized school from total

enrolment by gender upper primary grade 5 and above 147

Table 3.4.9

Grade wise percentage of promotees from lateral entrants by gender in primary grade 2

and above 148

Table 3.4.10

Grade wise percentage of promotees from lateral entrants by gender in primary grade 2

and above 149

Table 3.4.11

Grade wise percentage of repeaters from lateral entrants by gender in primary grade 2

and above 150

Table 3.4.12

Grade wise percentage of repeaters from lateral entrants by gender in upper primary

grade 5 and above 151

Chapter 4: Promotion Rate, Repetition Rate and Dropout Rate

Table 4.4.1 Grade wise promotion rate by gender in primary classes as on 30th sep 2009 153

Table 4.4.2 Grade wise promotion rate by gender in primary classes as on 30th Sep 2010 154

Table 4.4.3 Grade wise promotion rate by gender in upper primary classes as on 30th Sep 2009 155

Table 4.4.4 Grade wise promotion rate by gender in upper primary classes as on 30th Sep 2010 156

Table 4.4.5 Grade wise repetition rate by gender in primary classes as on 30th Sep 2009 157

Table 4.4.6 Grade wise repetition rate by gender in primary classes as on 30th Sep 2010 158

Table 4.4.7 Grade wise repetition rate by gender in upper primary classes as on 30th Sep 2009 159

Table 4.4.8 Grade wise repetition rate by gender in upper primary classes as on 30th Sep 2010 160

Table 4.4.9 Grade wise dropouts rate by gender in primary classes as on 30th Sep 2009 161Table 4.4.10 Grade wise dropouts rate by gender in primary classes as on 30th Sep 2010 162


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Table Description

Table 4.4.11 Grade wise dropouts rate by gender in upper primary classes as on 30th Sept. 2009 163

Table 4.4.12 Grade wise dropouts rate by gender in upper primary classes as on 30th Sept. 2010

Chapter 5: Reconstructed Cohort Analysis

Table 5.1 Cohort dropout rate at completing primary and upper primary stage by gender and year 164

Table 5.2 Coefficient of internal efficiency by stage and gender 165

Table 5.3 Average duration of study by stage and gender 166

Chapter 6: Indicators for Different Social Groups (SC/ ST/ Muslims)

Table 6.1.1

Year-wise and grade-wise enrolments in the sampled primary schools across study

states among SCs 167

Table 6.1.2

Year-wise and grade-wise enrolments in the sampled primary schools across study

states among STs 168

Table 6.1.3

Year-wise & grade-wise enrolments in the sampled primary schools across study states

among Muslims 169

Table 6.1.4

Year-wise and grade-wise enrolments in the sampled upper primary schools across

study states among SCs 170

Table 6.1.5


study states among STs 171

Table 6.1.6


study states among Muslims 172

Table 6.1.7 Proportion of SC, ST and Muslim enrolment to the total enrolment 173

Table 6.2.1

Grade wise number of SC school leavers in primary stage whose houses were visited-

2008-09 & 2009-10 174

Table 6.2.2

Grade wise number of ST school leavers in primary stage whose houses were visited-

2008-09 & 2009-10 175

Table 6.2.3

Grade wise number of Muslim school leavers in primary stage whose houses were

visited-2008-09 & 2009-10 175

Table 6.2.4

Grade wise number of SC school leavers in upper primary stage whose houses were

visited-2008-09 & 2009-10 176

Table 6.2.5

Grade wise number of ST school leavers in upper primary stage whose houses were

visited2008-09 and 2009-10 177

Table 6.2.6

Grade wise number of Muslim school leavers in upper primary stage whose houses

were visited- 2008-09 and 2009-10 177

Table 6.3.1 Grade wise status of primary school leavers whose houses were visited-SC, 2008-09 178


Table 6.3.3 Grade wise status of primary school leavers whose houses were visited-ST, 2008-09 180

Table 6.3.4 Grade wise status of primary school leavers whose houses were visited-ST, 2009-10 180

Table 6.3.5

Grade wise status of primary school leavers whose houses were visited-Muslims, 2008-

09 181

Table 6.3.6Grade wise status of primary school leavers whose houses were visited-Muslims, 2009-10 181


Table 6.3.8

Grade wise status of upper primary school leavers whose houses were visited-SC, 2009-

10 183

Table 6.3.9

Grade wise status of upper primary school leavers whose houses were visited-ST, 2008-

09 184

Table 6.3.10

Grade wise status of upper primary school leavers whose houses were visited-ST, 2009-

10 184

Table 6.3.11


09 185

Table 6.3.12


10 185

Table 6.4.1

Grade wise school leavers rate for SCs in primary stage as on 30th Sep 2008 and 30th

Sep 2009 186


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Table Description

Table 6.4.2

Grade wise school leavers rate for STs in primary stage as on 30th Sep 2008 and 30th

Sep 2009 187

Table 6.4.3

Grade wise school leavers rate for Muslims in primary stage as on 30th Sep 2008 and

30th Sep 2009 187

Table 6.4.4

Grade wise school leavers rate for SCs in upper primary stage as on 30th Sep 2008 and

30th Sep 2009 188

Table 6.4.5

Grade wise school leavers rate for STs in upper primary stage as on 30th Sep 2008 and

30th Sep 2009 189

Table 6.4.6

Grade wise school leavers rate for Muslims in upper primary stage as on 30th Sep 2008

and 30th Sep 2009 189

Table 6.5.1

Grade wise dropouts among school leavers for SCs in primary stage as on 30th Sep 2008

and 30th Sep 2009 190

Table 6.5.2

Grade wise dropouts among school leavers for STs in primary stage as on 30th Sep 2008

and 30th Sep 2009 191

Table 6.5.3

Grade wise dropouts among school leavers for Muslims in primary stage as on 30th Sep

2008 and 30th Sep 2009 191

Table 6.5.4

Grade wise dropouts among school leavers for SCs in upper primary stage as on 30th

Sep 2008 and 30th Sep 2009 192

Table 6.5.5

Grade wise dropouts among school leavers for STs in upper primary stage as on 30th

Sep 2008 and 30th Sep 2009 193

Table 6.5.6

Grade wise dropouts among school leavers for Muslims in upper primary stage as on

30th Sep 2008 and 30th Sep 2009 193

Table 6.6 Number of SC, ST and Muslim graduates of terminal grades whose houses were visited 194

Table 6.7.1

Grade wise promotion rate for SCs in primary stage as on 30th Sep 2008 and 30th Sep

2009 195

Table 6.7.2

Grade wise promotion rate for STs in primary stage as on 30th Sep 2008 and 30th Sep

2009 196

Table 6.7.3

Grade wise promotion rate for Muslims in primary stage as on 30th Sep 2008 and 30th

Sep 2009 196

Table 6.7.4

Grade wise promotion rate for SCs in upper primary stage as on 30th Sep 2008 and 30th

Sep 2009 197

Table 6.7.5

Grade wise promotion rate for STs in upper primary stage as on 30th Sep 2008 and 30th

Sep 2009 198

Table 6.7.6

Grade wise promotion rate for Muslims in upper primary stage as on 30th Sep 2008 and

30th Sep 2009 198

Table 6.8.1

Grade wise repetition rate for SCs in primary stage as on 30th Sep 2008 and 30th Sep

2009 199

Table 6.8.2

Grade wise repetition rate for STs in primary stage as on 30th Sep 2008 and 30th Sep

2009 200

Table 6.8.3

Grade wise repetition rate for Muslims in primary stage as on 30th Sep 2008 and 30th

Sep 2009 200

Table 6.8.4

Grade wise repetition rate for SCs in upper primary stage as on 30th Sep 2008 and 30th

Sep 2009 201

Table 6.8.5

Grade wise repetition rate for STs in upper primary stage as on 30th Sep 2008 and 30th

Sep 2009 202

Table 6.8.6

Grade wise repetition rate for Muslims in upper primary stage as on 30th Sep 2008 and

30th Sep 2009 202

Table 6.9.1

Grade wise dropout rate for SCs in primary stage as on 30th Sep 2008 and 30th Sep

2009 203

Table 6.9.2

Grade wise dropout rate for STs in primary stage as on 30th Sep 2008 and 30th Sep

2009 204

Table 6.9.3

Grade wise dropout rate for Muslims in primary stage as on 30th Sep 2008 and 30th

Sep 2009 204

Table 6.9.4

Grade wise dropout rate for SCs in upper primary stage as on 30th Sep 2008 and 30th

Sep 2009 205


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Table Description

Table 6.9.5

Grade wise dropout rate for STs in upper primary stage as on 30th Sep 2008 and 30th

Sep 2009 206

Table 6.9.6

Grade wise dropout rate for Muslims in upper primary stage as on 30th Sep 2008 and

30th Sep 2009 206

Table 6.10.1 Cohort dropout rate SC 207

Table 6.10.2 Cohort dropout rate ST 208

Table 6.10.3 Cohort dropout rateMuslim 209

Table 6.11.1 Coefficient of internal efficiencySC 210

Table 6.11.2 Coefficient of internal efficiencyST 211

Table 6.11.3 Coefficient of internal efficiencyMuslim 212

Table 6.12.1 Average duration of studySC 213

Table 6.12.2 Average duration of studyST 214

Table 6.12.3 Average duration of studyMuslim 215

Chapter 7: Reasons for dropping out and their current activity

Table 7.1.1 Reasons for dropping out of school (primary stage - boys - 2008-09 & 2009-10)216

Table 7.1.2 Reasons for dropping out of school (primary classes - Girls - 2008-09 & 2009-10) 217

Table 7.1.3 Reasons for dropping out of school (upper primary stage - boys - 2008-09 & 2009-10) 218

Table 7.1.4 Reasons for Dropping out of school (upper primary stage - girls - 2008-09 & 2009-10) 219

Table 7.2.1 Current activity of the dropouts (Primary stage- Boys - 2008-09 & 2009-10) 220

Table 7.2.2 Current activity of the dropouts (Primary stage- girls - 2008-09 & 2009-10) 221

Table 7.2.3 Current activity of the dropouts (Upper Primary stage- Boys - 2008-09 & 2009-10) 222

Table 7.2.4 Current activity of the dropouts (Upper primary stage- girls - 2008-09 & 2009-10) 223


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CHAPTER - 1

1.0 Prologue

The phenomenon of students discontinuing studies and repeating grades before completingelementary level of education is a major impediment in achieving Universalization of

Elementary Education (UEE). In order to assess its impact on achievement of UEE, it is

necessary to estimate dropout and repetition rates at primary and upper primary stages as

well as transition rate from primary to upper primary. At present there are two main

sources of information on dropout rates (1) official statistics published annually by MHRD in

Selected Educational Statistics (SES) now renamed Statistics of School Education (SSE) and

(2) District Information System of Education (DISE), initially developed for District Primary

Education Programme by NIEPA (now NUEPA) and later expanded to cover all recognized

schools of the country offering primary/upper primary education under Sarva ShikshaAbhiyan (SSA). Databases for both of them are the educational statistics supplied by all

recognized schools of the country. In the case of DISE the schools are supposed to fill up

specially designed forms and the school report card become available on to NUEPA on line.

The SSE reports dropout rates for grades 1 to 5 and grade 1 to 8, which are actually crude

estimates of the percentage of children who drop out from school between grade 1 and

grade 5 and between grade 1 and grade 8. The first is based on the ratio of the current year

enrolment of grade 5 to grade 1 enrolment of 4 years back. This indicator does not take

repeaters and lateral entry cases into consideration.

DISE uses the data on enrolment and number of repeaters of two consecutive years to

compute the percentage of students who dropout from primary stage of education in a

year. Since some schools that supply data in one year do not supply data in the following

year, the average dropout is computed on the basis of the data of common schools, that is,

those which supplied data in both the years. The annual dropout rates so derived are

published in DISE reports. The dropout rate thus computed does not take lateral entry cases

into consideration.

In view of the stated limitations of both the sources, an attempt was made to modify the

procedure of identification of dropouts when on behalf of Ministry of Human Resource

Development (MHRD), EdCIL commissioned Development & Research Services (DRS) to

conduct a sample survey in 21 major states of the country in 2008-09 to assess the dropout

rates at primary and upper primary stages of education. The modified procedure used in the

survey is as follows.

The methodology of this survey is based on the enrolment of two consecutive years; the

first one is termed as base year and the later one as successive year. Each student enrolled

in a grade of a school in the base year was tracked to identify the educational status in the


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succeeding year. For this purpose enrolment records of the same and the next higher grade

of the same school in the succeeding year and also details of students who left the school

formed the basis. All the students who left school during an academic session were not

treated as dropouts as some joined other schools. Educational status of such students was

ascertained by making visits to their houses. Due to difference in survey methodology,

estimates of the dropout rates provided by the survey were quite different from those of

given by SSE and DISE. In a few states the dropout rates derived from the sample survey

data were substantially less than the dropout rates from other sources. MHRD appointed a

committee of experts to review dropouts among school leavers and dropout rates

estimated by DRS, this committee found the procedure followed for identification of

dropouts amongst school leavers and estimating dropout rates was logically sound and

satisfactory. It however, suggested that a repeat (follow-up) survey in a subsample of

schools covered by previous survey (DRS) should be conducted using the same approach

and methodology to recheck the findings of previous survey. In addition to checking the

results of previous survey, responsibility of providing latest two years estimates of dropout

rates was also given (from primary to upper primary) to TNS India Pvt. Limited which was

selected to conduct the repeat survey or present survey. Transition rates which could not be

obtained from the previous survey were also included in the scope of the present survey.

1.1 Objectives of Survey

The main objectives of the survey were:

i.To find out discrepancies and extent of deviation in the school wise data collected on

enrolment, school leavers, and repeaters for the academic year 2007 - 2008 using theschedules of 2008 - 09 survey.

ii.To provide revised estimates of dropout rates for the year 2007-08.

iii.To provide estimates of dropout, repetition and promotion rates based on the latest

data of 2008, 2009 and 2010.

In addition to the third objective, the study also focuses on the following:

Assessing attendance rates on the day of visit of the survey

Assessing pass out rate for the terminal grades of primary and upper primary stage

To provide information on other indicators such as rates of transfer betweenschools, mainstreaming of children from EGS schools/AIE centers/Bridge courses and

from home/ private tuitions/unrecognized schools; promotion and repetition rate

for the lateral entrants.

To find out important reasons of leaving the school/dropping out from school,

present activity of those who are not in any school.

With regards to the objective (i) & (ii), a separate report titled Re-checking of the data

collected for the academic year 2007-08 has been prepared and submitted separately

whereas the objective (iii) has been addressed in this report.


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1.2 Pattern of grades in different stages of school education in 21 states

Variation in educational pattern among states is an important consideration for providing

estimates of indicators. As far as primary stage is concerned there are only two patterns,

viz., grades 1 to 4 and grades 1 to 5. But upper primary stage has four patterns, viz 5th

to 7th

grade, 5thto 8thgrade, 6thto 7thgrade and 6thto 8thgrade. Therefore the state-wise results

will be presented according to the education pattern of respective state. The pattern of

education in the 21 study states is provided in the table below:

Table 1.1: Classification of states based on the schooling pattern

STAGES GRADES STATES

PrimaryI-V

Andhra Pradesh, Bihar, Chhattisgarh, Delhi, Haryana,

Himachal Pradesh, Jammu & Kashmir, Jharkhand,

Karnataka, Madhya Pradesh, Orissa, Punjab, Rajasthan,

Tamil Nadu, Uttar Pradesh, Uttarakhand

I-IV Assam, Gujarat, Kerala, Maharashtra & West Bengal

Upper Primary

VI-VIII

Bihar, Chhattisgarh, Delhi, Haryana, Himachal Pradesh, J &

K, Jharkhand, Madhya Pradesh, Punjab, Rajasthan, Tamil

Nadu, Uttar Pradesh, Uttarakhand

V-VII Assam, Gujarat, Kerala, Maharashtra

V-VIII West Bengal

VI-VII Andhra Pradesh, Karnataka, Orissa

1.3 Definition of the terms used in the survey

i. Enrolment: It is the number of students who were enrolled in a grade as on 30th

September of the years 2008 or 2009. Information on the status was collected from

school roster. Enrolment included new entrants and repeaters for grade I and new

entrants, promotees and repeaters for grade II onwards.

ii. Promotees / Pass outs:Out of the total enrolment in a grade (say, grade III) as on

30th September during the base year (say 2008), it is those students who were

promoted to the next higher grade (grade IV) and are on roll as on 30th

September of

the following year (2009), are classified as promotees.

Students of grade VIII i.e. who pass grade VII (pass-outs) are treated as promotees

of grade 7,whereas, in the case of the schools having highest grade VII or lower for

the base year 2008 and 2009, the students who were continuing education in grade

VIII in some other schools were considered as promotees.

iii. Repeaters - Those students, who remain in the same grade of the same school on

30th

September of the following year in which they were studying in the preceding

year either because of failing or low attendance or some other reason, are repeaters.


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iv. School leaver: A student is termed as school leaver if she/he has left the school and

her/his name is struck off from the school roster on or before 30th

September of the

following year (2009/2010). A school leaver either discontinues study or takes

admission in another school. In the case of schools in which the highest grade is grade

VII or below, students who leaves school after completing the highest grade is also

treated as school leaver since such a child has to be tracked to find out whether

she/he is a dropout or is studying in another school.

v. Dropout: A school leaver or pass-out is a dropout if she/he does not pursue studies in

another school during the following academic session. Information about such

students has been collected by visiting childs home or from other reliable source

such as childs neighbor or from another school in the area.

vi. Lateral entrants:Lateral entrants in 2009-10 are those children, who have come from

i) EGS schools /AIE Centers/ Bridge Courses or ii) from another school with TC or iii)

after studying at home or through private tuition or from an unrecognized school and

who are directly admitted in grade II or a higher grade in this school during 2009-10.

Information on such students has been collected from the available admission

register of the school.

vii.EGS Schools: Schools set up in un-served habitations under Education Guarantee

Scheme. Generally such schools have only one teacher and all grades are taught

together. Most of these schools have now been upgraded as regular schools.

viii.AIE Centers: The centers were set up for some specific groups of out of school

children for mainstreaming (that is, preparing them to enter a regular school in due

course) under Alternative Innovative Education (AIE) programme. Such centers

were termed as Alternative & Innovative Education (AIE) Centers. Some of the

examples of AIE Centers are Seasonal Hostels for migrating children, Condensed

Courses/ Residential or Non-residential Bridge Courses/ Back to School Camps. Such

centers existed in 2007-08 but not after that.

1.4 Approach of the study

Approach adopted to arrive at the key indicators mentioned in the objectives has been

described below.

1.4.1 The approach of arriving at the indicators for schools with grade 8 or lower as

terminal grade:

The data was recorded for the promotees, school leavers and repeaters from the school

records. The houses of school leavers were visited to know the status of the students whohad left the schools, except if the terminal grade of the school is grade VIII. If the status of


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the student was found to be continuing education in some other recognized/unrecognized

school in the same grade or in the next grade, it was added to the total figure of repeaters

or promotees respectively. The status (dropout) of the school leavers who had not joined

any other school was also recorded and considered as dropout and the activity they were

involved in was also recorded.

Figure 1.1: For Schools with Grade 8 as the Terminal Grade

A similar process, as mentioned above, was followed to fill up the information for grades

other than terminal grade in these recognized schools.

1.4.2 The approach of arriving at the indicators for terminal grade

In the case of terminal grade of these recognized schools, student pass-out schedule (DS-3)

was also filled wherein the houses of the pass outs of the highest grade (Grade VII or lower)

were visited to ascertain the status whether the students were promoted (admitted to next

grade) or repeated the same grade. This status was used so as to ascertain their continuity

in education.


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Figure 1.2: for schools with Grade 7 or lower as the Terminal Grade

1.5 Methodology adopted for the study:

As the geographical spread of the study covered 21 major states of the country including

NCT of Delhi, it was decided to have a Training of Trainers (TOT) in Delhi for a common

understanding of the research tools, sampling methodology and structure and managementof fieldwork. Research tools designed and used, sampling procedure followed and strategy

adopted for the structure & management of fieldwork have been described below.

1.5.1 Tools for data collection:

In order to collect data from the school records as well as from the houses of the students

who left the school during reference period, survey tools of the previous survey were

modified and used for present survey. These research tools are School Schedule (DS-1),

School Leaver Schedule (DS-2), and Student Pass-out Schedule (DS-3). The information

collected during survey from each of the schedule has been described below.

1. School Schedule (DS-1)

School schedule was prepared to collect information in the following areas separately for

2008-09 and 2009-10 years from sampled schools:

The profile of the school includes area (rural or urban), school category (school with

primary grades only and school with upper primary grades), type of management of

school (Government, Local Body, Private Aided, Private Un-Aided), and grades taught

during 2008-09 and 2009-10.


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Grade wise and gender wise enrolment and attendance on the day of visit to the

school for data collection.

Grade wise, gender wise and social group (SC, ST, Muslims) wise enrolment as on 30th

September 2008/2009 and out of this enrolment number of repeaters in the same

grade as on 30th

September 2009/2010, number of promotees in the next grade as on

30th

September 2009/2010 and the remaining number of students who left the

school.

Number of students directly admitted (lateral entrants) in grade II and above in the

academic year 2009-10 including all those who came on transfer with or without TC

from another government or private recognized (EGS Schools, AIE Centers, Bridge

Courses) schools, or after studying at home or private tuition or unrecognized

schools, .

To avoid any sort of human error in filling the information in the school schedule from

the school records, a working sheet-1 was designed and investigators were asked to fillworking sheet before actually filling the main schedule especially for gender wise and

social group wise promotees, repeaters and school leavers information.

2. School Leaver Schedule (DS-2)

School leaver schedule collected following information about those students who left the

school.

1. Profile of the school from where students left

2. Social status (SC,ST, Muslim, Others)3. Status of the child as on 30thSeptember 2009/2010 (which includes child has shifted

to another school as repeater or promote or the child has dropped out or the child is

likely to continue elsewhere or child has expired).

4. Reason for dropping out

5. Present activity she/he is involved in after dropping out.

Working sheet-1 was used to copy the information of school leaver into the school leaver

schedule.

3. Student Pass-out Schedule (DS-3)Student pass out schedule was canvassed to collect following information from those

students who pass-outs from the higher grade (VII or lower) in the school.

1. Profile of the school from where students pass-outs

2. Social status (SC,ST, Muslim, Others)

3. Status of the student during next academic year whether child is continuing studies in

another school, or child discontinued studies. If status not known, likeliness of

continuing or discontinuing education in another school was also collected from

reliable sources.

A copy of each tool described above is given in Annexure III


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1.5.2 Sampling procedure

The universe for the previous survey was all the recognized schools of 21 major states of the

country including the NCT of Delhi having primary and/or upper primary grades, whereas

the same schools of the previous survey became the sampling frame for the present survey.

Sampling procedure used by previous survey to select around 8,016 schools from a universe

of all recognized schools, having primary and/or upper primary grades, in 21 major states of

the country was multistage stratified sampling whereas present survey applied systematic

circular sampling methodology to the list of sampled schools of previous survey to select

required number of schools. Sampling procedures used by previous survey and present

survey have been separately described below.

1.5.2.1 Sampling procedure used in the previous survey

The target population considered for the previous survey was all the recognized schools

having primary and or upper primary grades in them, from 21 major states of the country

including the NCT of Delhi. The total sample size selected for the study was 8000 schools.

Initially the sampling frame of 7th All School Education Survey (AISES) database was used by

them for the selection of schools. The basic reason for using AISES database was to have all

such schools which are complete schools running all the grades so that the data for all

grades for all the three consecutive years are available. This list of schools was further

augmented with the help of District Information System of Education (DISE) database to

make it up- to-date.

For sampling of schools in rural and urban areas of 21 major states, every state was divided

into three strata, namely (i) Rural (ii) Urban Metro and (iii) Urban non-Metro and the

sampling strategy adopted for each stratum was as under.

Stratum I (Rural)3 stage sampling i.e. District, Block and School.

Stratum II (Urban Metro)Single stage sampling i.e. school.

Stratum III (Urban non-Metro)2 stage sampling i.e. District and School.

Sampling of rural schools (Stratum I)In each state, for sampling of rural schools, a three-stage stratified sampling procedure was

adopted. The first stage sampling unit was district, the second stage sampling unit was Block

within a district and the third stage was school within the selected Block.

In order to select districts, all the districts from 21 major states were segregated on the

basis of socio-cultural regions and a total of 203 districts were selected in proportion to the

distribution of the districts in the study states according to socio-cultural regions. However,

Delhi as a special case was treated as a whole due to its special character and multiple

educational authorities.


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The criterion to select the number of Blocks in different selected district is given as under.

The total number of Blocks covered in the sample is approximately 500.

Sl. No. No. of blocks in the District No. of blocks selected

1. 10 or less 2

2. 11 to 20 33. 21 to 30 4

4. 31 & above 5

Further, for selection of Blocks from each selected district, all the Blocks in the district were

first arranged in ascending order on the basis of total number of schools in each Block, and

then the required number of Blocks was selected by applying the method of circular

systematic sampling. For selection of Schools with primary grades only within a Block, the

list of all such schools was first arranged in ascending order on the basis of total enrolment

(grades 1-4/5). In case the total enrolment in a school was less than 10, it was excluded.With the help of this list, the required number of schools was selected by circular systematic

sampling method. In the case of Schools with upper primary grades the criteria for

arranging them in ascending order was the enrolment of grade 6 (a common grade across

states). If this figure was less than 5 students the school was excluded. In this case also,

selection of schools had been made using circular systematic sampling method.

Sampling of urban schools (Stratum II & III)

For sampling of urban schools in a state, all the urban areas were stratified into two strata,

namely (i) Urban-Metro (cities with population of 1 million or more) and (ii) Urban-non-Metro (all other cities/towns with population of less than 1 million). In case of Urban-Metro

all the cities were clubbed together, while in case of Urban-non-Metro, the cities/towns of

the selected districts were considered for sampling of schools.

All the schools were than classified into two major categories, i) Schools with primary grades

only and (ii) Schools with upper primary grades. Schools with primary grades only were

the independent primary schools with grades 1-4 or 1-5 as per state pattern whereas the

second category included all schools having upper primary grades. These schools may or

may not have primary grades or may be a part of secondary/higher secondary schools. Thenumber of schools under each category was decided using proportionate allocation.

Urban schools had been independently selected from Urban-Metro and Urban-non-Metro

categories. In Urban-Metro, one combined list of Schools with primary grades only and

another combined list of Schools with upper primary grades of all the Metro cities in the

state was used as sampling frame. In case of Urban-non-Metro, within a selected district, a

combined list of Schools with primary grades only another combined list of Schools with

upper primary grades from all the cities/towns was used. With the help of these lists the

schools were selected by applying the same procedure as mentioned above for rural

schools.


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Here it may be mentioned that certain districts which were badly affected by floods in the

State of Assam and Bihar were excluded from the sample and they were replaced by other

districts keeping the other parameters intact. Also, in the state of Jammu & Kashmir the

work of data collection could not begin in time due to assembly elections which were

conducted in phased manner. Immediately after the election the schools in Kashmir valley

and Leh regions were closed for a long period due to onslaught of winter. Hence, the data

from required number of schools for the state was collected from Jammu region only.

1.5.2.2 Sampling procedure of present survey

The total sample size decided to be covered under the study was 4200 schools which is

around 52.5% of the schools covered in the previous survey. The sampling frame used for

this survey was the list of 8016 schools covered during the previous survey conducted in the

year 2008-2009. In order to select 4200 schools from among the list of 8016 schools, the

simple circular systematic procedure was used which implicitly maintained the same

proportion in the subsample as that of in the sampling frame. Table 1.2 shows sample size

of previous survey and the proposed and achieved sample size of present survey. Nearly 50

% of the total sample size of previous survey and 99 % of proposed sample size of present

survey is covered by this survey.

Table 1.2: State wise sample size covered by previous and present survey

Sr.

No

State Sample size

covered byprevious survey

Proposed

sample size ofpresent survey

Sample size

achieved inpresent survey

Percentage of

sample sizeachieved

1 Andhra Pradesh 403 211 208 98.6

2 Assam 363 190 190 100.0

3 Bihar 412 216 215 99.5

4 Chhattisgarh 374 196 193 98.5

5 Delhi 332 174 170 97.7

6 Gujarat 372 195 194 99.5

7 Haryana 370 194 193 99.5

8 Himachal Pradesh 372 195 195 100.0

9 Jammu & Kashmir 373 195 180 92.3

10 Jharkhand 376 197 195 99.0

11 Karnataka 401 210 210 100.0

12 Kerala 368 193 193 100.0

13 Madhya Pradesh 402 211 207 98.1

14 Maharashtra 387 203 202 99.5

15 Orissa 377 197 197 100.0

16 Punjab 368 193 193 100.0

17 Rajasthan 400 210 207 98.6

18 Tamil Nadu 368 193 193 100.0

19 Uttar Pradesh 426 223 218 97.8

20 Uttarakhand 371 194 191 98.5

21 West Bengal 401 210 210 100.0

Total 8,016 4,200 4,154 98.9


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Changes made in the methodology of present survey and their reasons

In present survey certain changes in the methodology of previous survey have been made.

They are given as under:

1.Change in the period of Cohort- The period of cohort for a grade was considered from

30thSeptember of the base year to 30thSeptember of following year. In earlier survey it

was from beginning of a session to completion of session of that grade. This change was

made to provide a comparative picture with other surveys providing dropout rates on

the similar cohort.

2.Accordingly the number of children enrolled as on 30th

September of base year were

followed in the following year as on 30th

September to identify number of promotees

and number of repeaters.

3.This was attempted by preparing a separate three working sheets by listing all students

for a grade as on 30th

September for the base year and for the next grade and for the

same grade as on 30th

September in the following year. By matching the names given in

the first sheet with those given in other two working sheets enabled to identify the

promotees and repeaters respectively. The names which did not match and their

names were struck off from school records were listed separately as school leavers.

4.Through this process, it was possible to exclude the lateral entrant cases to follow a

true cohort approach for identifying the actual number of school leavers. And further,

by tracking these school leavers through house visits the cohort number of students

who actually discontinued the studies and also who joined other schools as promotees

or repeaters were identified, This was not possible in the earlier survey and suitableadjustment for lateral entrants was made in working out the dropout rate.

1.6 Structure and management of the field work:

In order to manage and complete the fieldwork in the stipulated time frame, all the 21

states were divided into 4 zones for a better control and a zonal coordinator were fixed for

each of the zone to monitor the quality and progress of fieldwork of the states under its

control. These zonal coordinators reported to project manager - operation in Delhi who was

responsible for the entire fieldwork of the country. Project Manager (PM) collected bi-

weekly reports about the progress of the fieldwork from zones and provided the same to

Project Coordinator (PC). Under each zonal coordinator, there were Field Executives (FEs)

who were directly involved in fieldwork with the deputed teams in respective states.

Before commencement of fieldwork, a TOT (Training of Trainers) was organized in Delhi

where all Zonal coordinators and Field Executives were provided training by Project

Coordinator along with the EdCIL consultant. This training was conducted for 3 days and the

field practice was carried out in non sampled schools of Ghaziabad district of Uttar Pradesh.


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A complete plan of further training of field teams (supervisors and investigators) was

prepared for each of the state and Field Executives & Researchers who attended TOT

imparted training to recruited teams in their respective states. This training plan was shared

with RESU. In most of the trainings of field teams, either zonal coordinator or project

coordinator/researcher was present to ensure the quality of training as well as the quality of

recruited supervisors and investigators.

The field personnel were intensively trained by deputed researchers and field executives

from our Delhi & state offices to record the same with greater accuracy. Examples to record

the details were also provided to the field personnel as a ready-reckoner. A detailed training

manual and field briefing note were also provided to supervisors and field executives to

refer it whenever required.

The field work across the states was started in the third week of September 2011 and was

completed in the second week of January in all the states. The data was collected from the

school registers by investigators but it was important to pick up the right data for calculating

total promotees, total repeaters and total school leavers from the registers, therefore a

Working Sheet -1 was also provided to copy the information from registers. From this sheet,

information was compiled and transferred in the above mentioned schedules. This

procedure was adopted to avoid any sort of confusion among investigators to fill the main

schedule and to prevent data from any sort of human error.

Problems faced during fieldworkIt is important to mention here that some schools of the original sampled list had to be

replaced during the course of the survey owing to such reasons as permanent closure of the

school, shifting of school to a different place, noncooperation from the school authorities

especially in case of privately managed recognized schools. In such cases, a suitable

replacement was taken from the same block. In Chhattisgarh, local police authorities in

Dantewada district advised our teams against carrying out field work in Kawardha,

Bhopalpatnam and Sukma blocks. Hence, the samples from these blocks were replaced with

similar samples from the neighboring districts of Korba, Kawardha and Koriya. 15 recognized

schools were dropped in the Jammu district of Jammu and Kashmir as there was a lot ofvariation in the blocks and districts and the schools could not be located. Most of the school

authorities could not provide the eleven digit DISE code of the schools.

Checks on the quality of the field work:

The data collected from the field passed through four rounds of manual scrutiny before it

reached the data entry operators at the central level:

100 % scrutiny was done by the field supervisors at the field level.

20 % scrutiny was also done by the Field Executives during their visits to the team.

The state coordinator conducted a random check of 10 % of the filled-in questionnairesat the state level.


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The Core research team conducted a 5 % scrutiny check before the filled-in schedules

were transferred to the data entry team.

It was ensured that all the four schedules related to a school were tagged together before

transferring the same to the data lab.

1.7 Statistical analysis of dataAs it has been mentioned in the section of tools for data collection above, a working sheet-1

was developed to copy information from the school records about promotees, repeaters

and school leavers. This information was then transferred on to the school schedule (DS-1).

Supervisors and field executives ensured that the information transferred on to the school

schedule is correct in all respect by randomly verifying filled school schedules (DS-1) with

working sheets-1. All the filled schedules from 21 states were dispatched to Delhi by their

respective field offices for data entry after thorough scrutiny and completeness of schedules

in all respects.

In order to carry out data entry operations smoothly, customized data entry software was

developed with all inbuilt range and logical checks. Data entry of all the schedules was done

including working sheet1.

Data entry provided 4 separate data sets viz. school schedule (DS-1), school leaver schedule

(DS-2), students pass-out schedule (DS-3) and working sheet-1. These data sets were

cleaned by applying a number of validation checks to improve its quality. Data set of DS-1

was cross verified with the data set of working sheet-1 by generating and comparing gender

wise and social group wise frequency tables for each school from both the data sets. This

exercise ensured the number of promotees, repeaters and school leavers collected from

records of each school were correct.

To workout dropout, repetition and promotion rates, state level estimates have been

calculated by following an estimation procedure i.e. by multiplying each cell value of school

level data on enrolment and other related items in DS-1 separately for each stratum namely

rural primary, rural upper primary, urban primary and urban upper primary by respective

multipliers (for estimation procedure refer Annexure-II).. After multiplication, the resultant

values are further simply aggregated for drawing state level values. Grade wise and stage

wise attendance rate on the day of visit of school was also worked out by aggregating school

level data on attendance from DS-1 for rural and urban schools for each of the state. To

arrive at All states (all states combined figures) figures, a simple aggregation of values was

done. For each indicator an average of the stage (primary and upper primary) is also given

and this average is the weighted average of all the grades in that stage according to the

state pattern.

School leaver rate, pass out rate and transition rate have also been worked out for boys andgirls for each state for primary and upper primary stage separately. Detailed statistical


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analysis plan is given in Annexure II and the formulae used for calculation of various rates

mentioned above are provided in the same Annexure.

The estimates are provided as per the following domains, strata and gender.

Domains of the study

1. Grades in a primary recognized school

2. Grades in the recognized schools having upper primary stage.

Strata

1. Metro cities

2. Other urban towns

3. Rural

Gender

1. Boys

2. Girls

All the rates (promotion, repetition, school leaver and dropout) are given as per the above

mentioned domains of the study and by gender for the two separate years (2008-09 and

2009-2010). Stratum wise (Rural/Urban) these rates have not been analyzed owing to the

insufficient sample size of urban areas.

Reconstructed Cohort Method

Out of a given cohort of N children entering grade 1, some children will complete grade 5 in

minimum 5 years, some will take more than five years due to repetition and some willdropout before completing grade 5. The various indicators depicting pupils experience as

promotees, repeaters and dropout are computed by using the reconstructed cohort

method. It is a more pertinent and commonly used method which places less demand on

the availability of detailed data over time. To apply this method, data on enrolment by

grade for two consecutive years and on repeaters by grade from the first to second year will

be sufficient to enable the estimation of three main flow-rates: promotion,repetitionand

dropout. These rates are used in a reconstructed pupil-cohort flow (refer Figure 1.3) to

derive other indicators such as cohort dropout rate, average duration of the study and

coefficient of internal efficiency. In the reconstructed cohort method it is assumed that thepromotion, repetition and dropout rates of the base year for a specific grade hold good for

the same grade in subsequent years. It is further assumed that a student is allowed to

repeat a grade any number of times until she/he is promoted to next grade or discontinue

studies.
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Figure 1.3: Reconstructed cohort for primary stage of Bihar

Cohort Dropout Rate:

The children enrolled in grade 1 of primary stage (or entry grade 5/6 of upper primary stage)

who would drop out before completing (graduating) the full cycle of primary (or upper

primary) education is the dropouts from the cohort of the corresponding level. The cohort

dropout rate at primary/upper primary stage is calculated as the percentage of the students

of entry grade of the stage (primary/upper primary) to the total number of students who

dropout before completing the terminal grade of the stage. The figure 1.3 indicates that of

the 1000 children enrolled in grade 1 during the base year, 34 students are dropout of grade

1, 19 of grade 2, 33 of grade 3, 30 of grade 5 and 25 of grade 5. Thus, cohort dropout rate at

primary stage in this case is 14.1%.

Coefficient of Internal Efficiency:

It is the ideal (optimal) number of pupil-years required (i.e. in the absence of repetition and

drop-out) to produce a number of graduates from a given school-cohort for a cycle or level

of education expressed as a percentage of the actual number of pupil-years spent to

produce the same number of graduates. Input-Output ratio, which is the reciprocal of the


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coefficient of efficiency, is often used as an alternative. N.B. One school-year spent in a

grade by a pupil is counted as one pupil-year.

This is a synthetic indicator of the internal efficiency of an educational system. It

summarises the consequences of repetition and drop-out on the efficiency of the

educational process in producing graduates.

It is computed as the ratio of ideal number of pupil-years (y*g) required to produce the

same number of graduates(g) to actual number of pupil-years (f) spent to produce the

graduates for a cohort of say 1000 children entering grade 1. To get the value of Coefficient

of Internal Efficiency, the ratio is multiplied by 100. The following formula uses the

notations indicated in the following figure.

100

f

gyEfficiencyInternaloftCoefficien

A Coefficient of Efficiency approaching 100% indicates a high overall level of internal

efficiency and no wastage due to repetition and drop-out. Coefficient of Efficiency of less

than 100% signals inefficiency due to grade repetition and drop-out. As the reciprocal, the

optimum input-output ratio is unity i.e. 1, and inefficiency arises from any point which is

greater than one.

Average Duration of Study

It provides the estimate of extra duration of completing the level of education. It is the ratio

of actual pupil years for graduating (a) the level of education by the graduates(g).

1.7.1 Important formulae used in deriving the estimates

Although, detailed analysis plan has been given in Annexure-II, however important formulae

used in deriving key indicators have been described below.

Promotion rate: The percentage of pupils/students promoted to the next grade/year level

in the following school year out of the total enrolment. The promoted students details for

grade g as on 30thSeptember of year t were taken from the school register of grade g+1

as on 30th

September of year t+1 or the students who continued studies in the same school.

For the pass outs of the terminal grade and school leavers, the status on promotion was

taken from the parents by making a home visit.

Number of students promoted to grade g + 1 on 30th Sept. of year t + 1

Total number of students in grade gon 30th Sept. of year t 100

Transition rate: It is the percentage of pupils who graduate from one level of education and

move on to the next higher level (from primary stage to upper primary stage, e.g. fromGrade IV to Grade V) In our study we have calculated transition rate for primary to upper
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primary stage and have also included the data on the school leavers, pass outs of the

terminal grade (for grade 7 or lower) for the calculation of the transition rate.

Number of students who passed are continuing in grade g + 1

as on 30th Sept. of year t + 1

Total number of students in grade g on 30th Sept. of year t

100

Repetition rate: The percentages of students who did not get promoted to next grade g+1

but remained in the grade g on 30th

Sept. of year t+1

Number of Repeaters in grade g on 30th Sept. of year t + 1

Total Number of students in grade g on 30th Sept. of year t 100

School leaver rate: Out ofTotal number of students enrolled in grade g on 30th

September

of year t, those who left the school before 30th

Sept. of year t+1 (due to any reason and

whose name is struck off the rolls) are school leavers. Their number divided by the total

enrolment in the grade g on 30th

Sept. of Year t gives school leaver rate.

Number of students of grade of who left the school

as on or before 30th Sept. of year

Total Number of students in grade gon 30th Sept. of year t 100

Dropout rate: The percentage of school leavers or pass-outs out of total enrolment who do

not pursue studies in the same or some other school during the following academic session

gives the dropout rate. The grade-wise and stage wise dropout rates (primary, upperprimary) calculated in this study.

Number of students of grade g as on 30th Sept. of year t dropping

out from school before 30th Sept.of year t + 1

Total Number of students enrolled in grade gon 30th Sept. of year t 100

For each indicator an average of the stage (primary and upper primary) is also

given and this average is calculated as the weighted average of all the grades in

that stage according to the state pattern.

1.8 Organization of the report

In continuation to Chapter-1, Chapter-2 talks about number of schools covered (primary &

upper primary) during the survey, grade wise number of children enrolled and number of

those who left the school on or before 30th

September 2009 and 2010 and number of

houses of school leavers visited. It also gives an idea of the attendance rate (boys/girls) on

the day of visit to the school covered in the survey. Chapter-3 provides state wise indicators

like school leaver rate, discontinued among school leavers, pass out rate, transition rate and

lateral entrants separately for primary and upper schools with gender break-ups. Anotherfour important indicators like promotion rate, repetition rate and dropout rate have been


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described gender wise in detail in Chapter-4 separately for both the stages i.e. primary and

upper Primary. Cohort dropout rate, coefficient of internal efficiency and average years of

study have been analyzed and described for primary and upper primary stage in Chapter-5

entitled as Reconstructed Cohort Analysis. Chapter-6 is devoted to all the key indicators of

social groups (SC, ST & Muslims) covering enrolment, school leaver rate, promotion rate,

pass out rate, repetition rate, drop out among school leavers, dropout rate, cohort dropout

rate, coefficient of internal efficiency and average years of study for both the stages.

Chapter-7 discusses the reasons of dropping out and the activities in which the dropouts

were engaged.


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CHAPTER 2

Coverage of Schools and their status of Enrolment, Attendance Rates and

House visits of School Leavers

It has already been mentioned in previous chapter that a sample size of 4200 schools wasfixed to carry out repeat survey. It was also decided to select these 4200 schools from

among the schools covered in the previous survey which was conducted during 2008-09.

The simple circular systematic sampling procedure was used for this purpose. A description

of the coverage of schools during repeat survey and their status of enrolment, attendance

rates and house visits of school leavers and pass-outs of the highest grade of schools has

been included in this chapter for the reference years 2008-09 and 2009-10.

2.1 Schools coverage

Table 2.1 presents the state-wise schools coverage. The study was conducted in 21 majorstates of and a sample ranging between 170 and 218 schools (primary and upper primary)

was chosen from each of these 21 states. A total of 4,154 schools were surveyed. From the

total 4,154 schools, 2,401 schools (58 %) had only primary grades and the rest 1753 schools

(42 %) had upper primary grades. Out of 1,753 schools, 1,008 and 392 upper primary

schools were with and without primary grades respectively, whereas the rest 353 schools

were secondary schools having upper primary grades (refer table 2.2.2 in Annexure-I for

state wise details). Among primary and upper primary schools covered during the survey,

0.6 % primary and 3.3 % upper primary schools were found to be incomplete. Nearly 86 % of

the total primary schools covered in the present survey were from rural areas. Of the total

upper primary schools covered, every fourth school was from an urban area.

Figure 2.1 Proportion of primary and upper primary schools by type of management

Figure 2.1 shows a large proport

Documents

Dropout Study 21 States