Learning deficits and early school leaving: Evidence from a longitudinal study in India

Area of Science:

• Education Policy
• Development Studies
• Adolescent Health

Background:

• The link between learning deficits (LD) and early school leaving (ESL) is well-documented in the Global North but under-researched in the Global South.
• India faces significant challenges with adolescent education, particularly concerning learning levels and school dropout rates.

Purpose of the Study:

• To investigate the prevalence and patterns of ESL among Indian adolescents.
• To analyze the relationship between learning deficits and early school leaving.
• To explore potential gender disparities in the LD-ESL relationship within the Indian context.

Main Methods:

• Utilized longitudinal data from adolescents aged 10-19 in Bihar and Uttar Pradesh, India (2015-16 and 2018-19).
• Employed descriptive analyses for overall ESL and multivariate analyses using discrete-time hazard and fixed effects regression models to assess LD impact.
• Sample included 11,476 adolescents for descriptive analysis and 9,169 for multivariate analysis.

Main Results:

• Overall probability of early school leaving was 39%, higher for girls (42%) than boys (38%).
• Over half (53%) of adolescents exhibited moderate to severe learning deficits.
• Learning deficits, both moderate and severe, significantly increased the probability of early school leaving, with no significant gender difference observed.

Conclusions:

• Improving foundational learning skills is essential to reduce early school leaving among Indian adolescents.
• Addressing gendered societal norms, early transitions to adult roles, and enhancing parental engagement are critical complementary strategies.
• Systemic improvements in education are necessary to fully realize the benefits of foundational skills interventions.