RTE expanded school access but learning outcomes still uneven, study finds

A recent study by the Tata Institute of Social Sciences has found that while the Right to Education Act has significantly expanded access to schooling across India, disparities in learning outcomes between socio economic groups continue to persist.

The research notes that the implementation of the RTE Act helped bring millions of children, particularly from economically weaker sections, into the formal school system. Increased enrolment in government and aided schools reflects the law’s success in addressing barriers to entry and ensuring that children have a place in classrooms.

However, the study underlines that improved access has not automatically translated into better academic performance. Students from disadvantaged backgrounds still face learning gaps when compared with their peers from relatively better off households. Researchers point to factors such as uneven teaching quality, limited academic support at home, and gaps in school infrastructure as reasons for the continuing disparity.

The report stresses that the next phase of education reforms must move beyond enrolment figures and focus on classroom learning. Strengthening teacher training, improving basic infrastructure and introducing targeted learning support programmes will be essential to ensure that access to education also leads to meaningful learning outcomes.

Experts involved in the study say the findings highlight the need for sustained policy attention. Ensuring that children not only attend school but also acquire foundational skills will determine the long term success of the Right to Education framework in the country.