When delivered well, education is key to addressing a host of individual and societal ills, from poverty and disease to crime and poor voter engagement. India has demonstrated considerable progress in improving various aspects of its primary education system, including infrastructure and buildings, teacher-student ratios, and school enrollment. However, student learning outcomes remain consistently low across the country. A review of the literature surrounding learning outcomes has highlighted gaps in school instruction and has shown the dire need for innovations in pedagogy and curriculum to improve student learning. This paper assesses the long-term impact of one such pedagogy, called Teaching at the Right Level (or TaRL), in the districts of five states of India via an ordered probit model and linear regressions. The quantitative model shows a positive and significant effect of TaRL exposure on learning levels and income, as hypothesized throughout this paper. Additionally, case studies of two students exposed to TaRL are explored to illustrate individual effects of the pedagogy.
| Identifer | oai:union.ndltd.org:CLAREMONT/oai:scholarship.claremont.edu:scripps_theses-2167 |
| Date | 01 January 2018 |
| Creators | Handa, Rhea |
| Publisher | Scholarship @ Claremont |
| Source Sets | Claremont Colleges |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Scripps Senior Theses |
| Rights | © 2017 Rhea Handa, default |
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