A Baseline Report Status of Students Reading Levels in Classes 1-4 in Select Locations of Odisha and Uttar Pradesh

A Baseline report Status of Students Reading Levels in Classes 1-4 in select locations of Odisha and Uttar Pradesh

Early Start: Read in Time Project

‘ Study conducted by : Kaarak Enterprise Development Service Private Limited,

Early Start: Read in Time Baseline Study

1 INTRODUCTION ...... 13

1.1 ABOUT THE PROJECT ...... 13 1.2 ABOUT THE STUDY ...... 13 1.3 CONTEXT ANALYSIS ...... 16 2 ABOUT THE SAMPLE ...... 19

2.1 SAMPLE AND DEMOGRAPHICS ...... 19 2.2 LIMITATIONS ...... 22 3 EXPLANATION OF COMPETENCIES, INQUIRY, ADMINISTRATIVE STRATEGY AND COMPETENCY LEVEL ...... 24

3.1 READING CONTEXT OF THE CHILD ...... 24 3.2 PHONEMIC AWARENESS ...... 25 3.3 PHONIC AWARENESS ...... 27 3.4 COMPREHENSION ...... 28 3.5 READING FLUENCY ...... 30 3.6 INDEPENDENT WRITING ...... 31 4 FINDINGS OF IMPACT INDICATORS: GRADE I ...... 33

4.1 READING CONTEXT OF THE CHILD ...... 33 4.2 PHONEMIC AWARENESS ...... 36 4.3 PHONIC AWARENESS ...... 37 4.4 COMPREHENSION ...... 38 4.5 READING FLUENCY ...... 42 5 FINDINGS OF IMPACT INDICATORS: GRADE II ...... 46

5.1 READING CONTEXT ...... 46 5.2 PHONEMIC AWARENESS ...... 48 5.3 PHONIC AWARENESS ...... 49 5.4 COMPREHENSION ...... 51 5.5 READING FLUENCY ...... 54 5.6 INDEPENDENT WRITING ...... 58 6 FINDINGS OF IMPACT INDICATORS: GRADE III ...... 59

6.1 READING CONTEXT ...... 59 6.2 PHONEMIC AWARENESS ...... 62 6.3 PHONIC AWARENESS ...... 62 6.4 COMPREHENSION ...... 64 6.5 READING FLUENCY ...... 66 6.6 INDEPENDENT WRITING ...... 69 7 FINDINGS OF IMPACT INDICATORS: GRADE IV ...... 71

7.1 READING CONTEXT ...... 71 7.2 PHONEMIC AWARENESS ...... 73 7.3 PHONIC AWARENESS ...... 74 7.4 COMPREHENSION ...... 76 7.5 READING FLUENCY ...... 79 6.6 INDEPENDENT WRITING ...... 82 8 FINDINGS OF OUTCOME INDICATORS ...... 84

8.1 UNDERSTANDING TEACHER’S GENDER SENSITIVITY AND SKILLS ON EGR ...... 84

Early Start: Read in Time Baseline Study

8.2 UNDERSTANDING CLASSROOM ENVIRONMENT ...... 102 8.3 SCHOOL ENVIRONMENT- CONDUCIVE CONDITIONS FOR LEARNING ...... 117 8.4 TEACHER SUPERVISORS (CRCCS & BRPS) ...... 124 8.5 COMMUNITY ENGAGEMENT: SCHOOL MANAGEMENT COMMITTEE UNDERSTANDING EGR AND SENSITIVITY 130 9 CONCLUSIONS ...... 144

Table 1: Students who read the passage ...... 10 Table 2: Genderwise distribution of reading ...... 10 Table 3: Data sources and Data Collection Methods ...... 13 Table 4: Study Sample ...... 15 Table 5: Some Educational Indicators about Odisha ...... 17 Table 6: Literacy Rate of Mayurbhanj ...... 17 Table 7: Some Educational Indicators about UP ...... 17 Table 8: UP Literacy Rates ...... 18 Table 9: Quantitative Data Collection Coverage ...... 20 Table 10: Gender Distribution of Students Surveyed ...... 20 Table 11: Social Category ...... 21 Table 12: Reading Context Assessment ...... 24 Table 13: Phonemic Awareness Assessment ...... 26 Table 14: Phonic Awareness Assessment ...... 27 Table 15: Comprehension Assessment ...... 28 Table 16: Reading Fluency Assessment ...... 30 Table 17: Independent Writing Assessment ...... 31 Table 18: Gender-wise scores from Balrampur Grade 2 ...... 50 Table 19: District-wise scores on Phonic Awareness Grade 2 ...... 51 Table 20: District-wise scores of Phonic Awareness in Grade 3 ...... 64 Table 21: District-wise scores Phonic Awareness Grade 4 ...... 75 Table 22: Top five students ...... 84 Table 23: Lesson plans that included gender ...... 85 Table 24: Agreed to include gender in a future lesson ...... 85 Table 25: Methods on gender ...... 85 Table 26: Predicted student achievement ...... 86 Table 27: Highest student achievement ...... 86 Table 28: Predicted future professions ...... 87 Table 29: Predicted Professions in Balrampur ...... 88 Table 30: Predicted Professions in Bahraich ...... 88 Table 31: Predicted Professions in Shrawasti ...... 88 Table 32:Teacher asks all students to read their books and does not pay attention to the class ...... 89 Table 33:Teacher writes some questions/text on the blackboard and then asks students to copy. Teacher does not pay attention to the process...... 89 Table 34: Teacher asks one student to read from the book line by line and asks others to follow; teacher does not pay attention to the class ...... 89 Table 35: Tacher asks students to copy/write letters on the slate or notebook many times ...... 89 Table 36: Teacher is engaged in teaching activity ...... 90 Table 37: Teacher is in the class but not teaching ...... 90

Early Start: Read in Time Baseline Study

Table 38: Teacher goes out of the class ...... 90 Table 39: Teacher tries to manage teaching in another classroom ...... 91 Table 40: Teacher encourages quiet/shy students to participate ...... 91 Table 41: Teacher ensures seating arrangement is comfortable ...... 91 Table 42: Teacher ensures children engage in reading activities ...... 92 Table 43: Teacher language is gender-sensitive ...... 92 Table 44: Teacher language is caste-sensitive ...... 92 Table 45: Teacher language is easy to understand ...... 93 Table 46: Teacher uses the language of the children ...... 93 Table 47: Teacher voice is clear and audible ...... 93 Table 48: Teacher engages with boys ...... 95 Table 49: Teacher engages with girls ...... 95 Table 50: Teacher uses teaching/learning materials other than blackboard and textbooks ...... 93 Table 51: Teacher uses library books while teaching ...... 94 Table 52: Teacher creates and uses print rich materials in classroom transaction ...... 94 Table 53: Materials are used by girls ...... 94 Table 54: Materials are used by boys ...... 95 Table 55: Teacher approaches girls to offer assistance ...... 95 Table 56: Teacher moves around the classroom ...... 96 Table 57: Needs of children ...... 96 Table 58: Pre-reading strategies with students ...... 97 Table 59: Ask parents to participate ...... 97 Table 60: Instruction to whole class at same time ...... 97 Table 61: Different abilitiy levels ...... 98 Table 62: Variety of grouping patterns ...... 98 Table 63: Importance of writing ...... 99 Table 64: Parental reading habits ...... 99 Table 65: Meeting social and cultural needs ...... 99 Table 66: Students treated as individual ...... 100 Table 67: Teacher has a lesson plan ...... 100 Table 68: Duration of teaching plan ...... 100 Table 69: Plan book only has learning objectives ...... Error! Bookmark not defined. Table 70: The plan has leaning objectives and processes ...... 100 Table 71: Purpose of reading assessment ...... 101 Table 72: Creating lessons from children's own experiences ...... 101 Table 73: Teachers record learning levels ...... 101 Table 74: Learning records are updated ...... 102 Table 75: Record is continuous ...... 102 Table 76: Classroom and School Environment Assessment ...... 103 Table 77: Distribution of Teaching Methodologies ...... 104 Table 78: Distribution of Read Aloud Method ...... 106 Table 79: Distribution of Students Reading Fast ...... 107 Table 80: Distribution of Lecture/Explain/Question Method ...... 107 Table 81: Distribution of Student Observation ...... 108 Table 82: Distribution of Oral Activity Method ...... 109 Table 83: Student Observation during Oral Activity ...... 110 Table 84: Independent Reading Method ...... 110

Early Start: Read in Time Baseline Study

Table 85: Distribution of Student Participation in Independent Reading Method ...... 111 Table 86: Distribution of Peer Reading Method ...... 112 Table 87: Distribution of Participation in Peer Reading Method ...... 112 Table 88: Distribution of Group Work Method ...... 113 Table 89: Distribution of Student Participation in Group Work Method ...... 113 Table 90: Distribution of Other Methods ...... 114 Table 91: Student Participation in Other Teaching Methods ...... 115 Table 92: Distribution of Guided Discussion ...... 115 Table 93: Student Participation in Guided Discussion ...... 115 Table 94: Student Participation in Guided Discussion ...... 116 Table 95: Distribution of Games Played ...... 116 Table 96: Schools and Classrooms Conducive to Learning ...... 117 Table 97: EGR Focus areas ...... 125 Table 98: Hard aread for in-service training of teachers ...... 125 Table 99: Ways to improve EGR ...... 126 Table 100: Frequency of visits ...... 127 Table 101: Ways to support teachers by CRCCs an BRPs ...... 127 Table 102: Promoting gender sensitivity in schools ...... 129 Table 103: Suggestions to promote gender sensitivity ...... 129 Table 104: Details of SMC in Two States ...... 131 Table 105: Coverage of SMCs ...... 132 Table 106: Awareness of SMCs on Roles and Responsibilities of SMC Members ...... 132 Table 107: Challenges Faced by SMCs ...... 133 Table 108: SMC Membership ...... 134 Table 109: SMC Understanding of EGR ...... 135 Table 110: SMC Equal Opportunities for Boys and Girls ...... 138 Table 111: SMC Future of Boys and Girls ...... 138 Table 112: SMC Roadblocks in Education ...... 139 Table 113: SMC Improving Girl Access to Education ...... 140 Table 114: Students who read the passage ...... 145 Table 115: Genderwise distribution of reading ...... 145

Figure a: Teacher Interview ...... 14 Figure b: Students in Sample School ...... 19 Figure c: Daily attendance at a school on day of data collection ...... 23 Figure d: Students’ bags ...... 33 Figure e: Access to Reading Material at Home ...... 33 Figure f: Stories and Support at Home Grade 1 ...... 34 Figure g: Picture Identification and Description ...... 36 Figure h: Phonemic Awareness Grade 1 ...... 37 Figure i: Phonic Awareness Grade 1 ...... 38 Figure j: Listening Comprehension Grade 1 ...... 39 Figure k: Child Reading of Excerpt ...... 40 Figure l: Reading Comprehension Grade 1 ...... 41 Figure m: Tone and Gesture Grade 1 ...... 42 Figure n: Correct Use of Punctuations Grade 1 ...... 43

Early Start: Read in Time Baseline Study

Figure o: Rate of Reading Grade 1 ...... 44 Figure p: Correct Reading Grade 1 ...... 45 Figure q: What Students have in their Bags Grade 2 ...... 46 Figure r: Access to Reading Material at Home Grade 2 ...... 46 Figure s: Stories and Support at Home Grade 2 ...... 47 Figure t: Picture Recognition Grade 2 ...... 48 Figure u: Phonemic Awareness Grade 2 ...... 49 Figure v: Phonic Awareness Grade 2 ...... 50 Figure w: Listening Comprehension Grade 2 ...... 52 Figure x: Child Reading of Excerpt Grade 2 ...... 53 Figure y: Reading Comprehension Grade 2 ...... 54 Figure z: Tone and Gesture Grade 2 ...... 55 Figure aa: Use of Punctuation Grade 2 ...... 56 Figure bb: Rate of Reading Grade 2 ...... 56 Figure cc: Correct Reading Grade 2 ...... 57 Figure dd: Independent Writing Grade 2 ...... 58 Figure ee: What students have in their bags Grade 3 ...... 59 Figure ff: Access to Reading Materials at Home Grade 3 ...... 60 Figure gg: Stories and Support at Home Grade 3 ...... 60 Figure hh: Word Bank Grade 3 ...... 61 Figure ii: Phonemic Awareness Grade 3 ...... 62 Figure jj: Phonic Awareness Grade 3 ...... 63 Figure kk: Listening Comprehension Grade 3 ...... 64 Figure ll: Child Reading of Excerpt Grade 3 ...... 65 Figure mm: Reading Comprehension Grade 3 ...... 66 Figure nn: Tone and Gesture Grade 3 ...... 67 Figure oo: Use of Punctuation Grade 3 ...... 67 Figure pp: Rate of Reading Grade 3 ...... 68 Figure qq: Correct Reading Grade 3 ...... 69 Figure rr: Independent Writing Grade 3 ...... 70 Figure ss: What Students Have in their Bags Grade 4 ...... 71 Figure tt: Access to Reading Material at Home Grade 4 ...... 72 Figure uu: Stories and Support at Home Grade 4 ...... 72 Figure vv: Word Bank Grade 4 ...... 73 Figure ww: Phonemic Awareness Grade 4 ...... 74 Figure xx: Phonic Awareness Grade 4 ...... 75 Figure yy: Listening Comprehension Grade 4 ...... 77 Figure zz: Child Reading of Excerpt Grade 4 ...... 78 Figure aaa: Reading Comprehension Grade 4 ...... 79 Figure bbb: Tone and Gesture Grade 4 ...... 80 Figure ccc: Use of Punctuations Grade 4 ...... 80 Figure ddd: Rate of Reading Grade 4 ...... 81 Figure eee: Correct Reading Grade 4 ...... 82 Figure fff:Independent Writing Grade 4 ...... 83 Figure ggg: Classroom from school in Balrampur ...... 119 Figure hhh: Example of Library in Classroom ...... 121 Figure iii: Scoring of Schools Based on Infrastructure and Program Components ...... 122

Early Start: Read in Time Baseline Study

Figure jjj: School Physical Infrastructure ...... 123 Figure kkk: Program Components ...... 124 Figure nnn: Student capabilities ...... 128 Figure lll: Children in SMCs UP ...... 135 Figure mmm: SMC School Challenges ...... 136

Early Start: Read in Time Baseline Study

Acknowledgements This report was prepared by a team of researchers from Kaarak Enterprise Development Services Private Ltd. which also conducted the study. The team was led by Brajesh Pandey and Nikhil Mathur as Subject Matter Specialist who provided key insights and support. At the state level, data collection was overseen by Deepak Pani (Odisha) and Mr. Ramanand Sharma (Uttar Pradesh). Additional support for data collection, coordination and report writing were provided by Srishty Anand and Dustin Robertson. Throughout the engagement, the team benefited from invaluable support and guidance from CARE India including the two State level and the four district level teams. Special thanks are due to Dr Geeta Verma, CARE India without whom the study would not have been possible. The research team is grateful to the schools, the teachers, the SMC members and all the students who participated in this study.

Early Start: Read in Time Baseline Study

Executive Summary CARE India is implementing a project to enhance reading skills of students in primary schools. The overall goal of the project is to: “Improve early grade reading skills of students (6-9 years of age) especially girls, from marginalized Dalit and Adivasi communities in the formal primary schools in Uttar Pradesh (UP) and Odisha.” Recognizing the importance of high quality M&E, CARE India engaged Kaarak Enterprise Development Services Pvt. Ltd. to conduct a baseline study for the project. The primary objectives of the study were to:  Understand the status of reading skills of students in classes 1-4  And, to undestand teachers’ knowledge, skills and classroom practices to measure whether or not students are being provided with appropriate learning environments

The study included both quantitative and qualitative data collected from a representative sample of students who had completed grades 1, 2, 3 and 4 in selected districts of Uttar Pradesh and Odisha, many of which belonged to marginalized communities including Dalit and Adivasi. In all, the reading levels of 1,554 students were tested in Uttar Pradesh and 553 were tested in Odisha, for a total of 2,107. In order to understand the context of early grade reading (EGR) in the study locations, additional data was also collected on relevant factors such as school environment (52 schools surveys), classroom settings, teachers, community engagement (27 School Management Committees). The data collection was comprehensive and detailed.

Reading Status of Students: As per baseline findings, in 2015, a significant percentage of students studying in different grades from Uttar Pradesh did not have reading with comprehension abilities while students from Odisha had better baseline score compared to Uttar Pradesh as shown in table below. Overall, only 21 % of students have read with comprehension abilities. These percentage varies state as well as grade wise as shown below:

Student who could read with Comprehension ( %) Year 2015 Grade Odisha UP Total

Grade-1 9 2 5

Grade-2 23 9 16

Grade-3 41 15 28

Grade-4 45 27 36

Total 30 13 21 reading ability of children is low in the study population and in all grades. Below is a table showing the percentage of students that were able to read a class appropriate text passage presented to them. Though, it does not share about reading fluency of children as lesser percentage of children had reading fluency.

Early Start: Read in Time Baseline Study

Table 1: Students who could read grade specific text/story

Grade Odisha Uttar Pradesh Total

I 27% (N=138) 8% (N=405) 13% (N=543)

II 52% (N=138) 16% (N=384) 26% (N=522)

III 75% (N=139) 29% (N=396) 41% (N=535)

IV 87% (N=138) 43% (N=369) 55% (N=507)

• It was also found that a sizable percentage of students could not do even reading grade specific text. Overall, only 55% of students studying in class 4 could read but may not necessary understood what they had read. In general, higher percentage of students gained reading skills as they moved across grades. Most indicators for Grade 1 are the lowest of four grades. Percentage of students reading increases graduallywith each year and are highest in Grade 4. It is found that students in Odisha perform better than UP students in almost on every indicator across all grades. Among the students who are able to read (presumably the top performers in each location), Odisha students score higher on average than those in UP.

• Vis-à-vis gender difference, more boys were able to read the passage in each grade than girls. The difference is as follows:

Table 2: Genderwise distribution of reading

Grade Level Boys % Girls %

I 15% 11%

II 28% 23%

III 47% 35%

IV 61% 49%

• The genderwise percentages were different in each district. Girls and boys scored about the same across all grades in Mayurbhanj and Balrampur (sometimes boys did better, sometimes girls did better). However, the percentage of boys reading the excerpt was higher than for girls in each grade of Bahraich and Shrawasti.

 There does not appear any gender difference in Odisha. Scores for both genders are often similar however having exceptionsl as boys scoring higher on some questions and girls scoring higher on others.  In Uttar Pradesh, however, gender-wise scores seem more unbalanced. Boys consistently perform better than girls. This imbalance was worst in Shrawasti where boys often did much better than girls.

Early Start: Read in Time Baseline Study

Grade 1 specific findings Reading comprehension was very low in the both locations for Grade 1. To begin with, only 5% of students overall (9% in Odisha and 2% in UP) were even able to read a short passage with comprehension provided to them. Upon further investigation, it was found that those who were able to read the excerpt, most were not able to answer questions correctly and in full sentences. In addition, most did not read with correct tone and gesture and did not recognize punctuations. In terms of correct reading and rate of reading, scores from Odisha students were good, but those of UP lagged far behind. Phonemic awareness is low for students in Grade 1 although much lower in UP than in Odisha. Similarly Phonic awareness is also low in the two districts with Odisha showing better results. Even worse are listening comprehension scores for the students of Grade 1. Even when children understood the questions being asked and knew the answers, they were not able to respond in correct sentences. This indicates that they do not fully grasp concept of speaking grammatically correct, complete sentences. Grade 2 specific findings Reading competency for Grade 2 is higher than for Grade one, however only a fraction of students are actually able to read the passage provided (134/522). The proportion of those that can actually read the passage is much higher in Odisha (52%) than UP (16%). Vis-à-vis reading with comprehension ability, only 16 percent of children could do this, Out of total 23 % student and 9 % of students in Odisha and Uttar Pradesh had this ability respectively. The Odisha students are able to answer questions correctly a bit more often, but the difference is not extreme. Tone & Gesture, Use of Punctuation, Rate of Reading and Correct Reading scores are also similar for both UP and Odisha in this grade (with Odisha having a small advantage on most indicators). Independent writing was introduced in Grade 2, and the results showed that writing ability was poor in both locations ( worse in UP than in Odisha). Phonemic awareness and Phonic awareness increase from Grade 1 to Grade two, but we still see the same general patterns including the large disparity between UP students and Odisha students. Similarly, listening comprehension improves from Grade 1 to Grade 2. However, responding correctly in complete sentence remains a challenge for both Odisha and UP students. Overall performance in Grade 2 was fairly balanced in terms of gender. However, boys often outperformed girls in the districts of Bahraich and Shrawasti. Grade 3 specific findings In terms of reading comprehension, the gap is very apparent between locations as 41 % students could read with comprehension in Odisha and while it was 15 % in Uttar Pradesh. In Odisha 75% of students are able to read the passage, while the corresponding figure in UP is only 29%. A different gender pattern was seen between these two locations as well. More girls than boys could read the passage in Odisha. However, results were skewed in favor of boys in UP (especially Shrawasti where only a few girls could read). Of those students that can read the passage (presumably the top performers in each location), UP students score higher in Rate of Reading and Correct Reading. However, Tone & Gesture and Use of Punctuation are about even for the two locations. This is a somewhat curious finding because Odisha shows no major progress on these two indicators as is seen for other indicators. The gap between UP and Odisha begins to widen even more on many indicators in Grade 3. Overall, Phonemic and Phonic awareness increase significantly as more children have gained these abilities. These capacities in UP students, however do not show the same levels of improvement from Grade 1. They are

Early Start: Read in Time Baseline Study

higher than previous grades, but still remain quite low (30-40% range). Listening and giving responses in complete sentences remains a challenge for Grade 3 students. Independent writing scores for Grade 3 are relatively low with very few students writing the requisite number of grammatically correct students. Grade 4 specific findings Reading comprehension has also improved from earlier Grades as overall 36 % students have reading with comprehension ability, it varies state wise. In terms of reading the text, for the first time, over 50% of the students are able to read the passage. Though, more children could read in Odisha compared to Uttar Pradesh. In terms of reading fluency, Odisha performs better in Rate of Reading and Correct Reading while scores for Tone & Gesture and Use of Punctuation are similar for both districts. Phonemic awareness and phonic awareness for Grade 4 is similar to Grade 4 and Odisha still outperforms UP in almost every way. Listening comprehension in both places has improved by Grade 4. Most students (especially in Odisha) are able to answer correctly. Their ability to do so in complete sentences is also improving, but still remains a challenge.

Early Start: Read in Time Baseline Study

1 INTRODUCTION

1.1 About the Project CARE India Solution for Sustainable Development (CISSD) has been working on education in Uttar Pradesh and Odisha strengthening systems and helping to address long standing and emerging issues that affect access, retention and achievement levels of children. In Uttar Pradesh and Odisha states, children face multiple challenges with regard to reading in early grades given that they come from deprived background and did not have access to literate environment at family or community level in the growing years. Hece, a significant number of students cannot read and comprehend. This is a fundamental problem which must be addressed. Early Start: Read in Time is a CISSD initiative that aims to test innovation to improve early grade reading (Grades 1-4) among the most marginalized children (especially girls) in selected formal schools in Uttar Pradesh and Odisha. The project aims to ‘test innovation to improve early grade reading (Grades 1-4) among the most marginalized students in select formal schools in UP and Odisha, and scale key components of this innovation through formal government schools.’

1.2 About the Study

Purpose and objectives of Baseline Study Recognizing the importance of high quality evidence to measure project success, a baseline through third party was envisaged to maintain objectivity. CARE India engaged Kaarak Enterprise Development Services Pvt. Ltd. to conduct a baseline study for the project. The purpose of the baseline study was mainly to:  Understand the reading skills of students in classes 1-4  Assess teachers’ knowledge, skills and classroom practices to measure whether students are being provided with appropriate learning environments

The study included both quantitative and qualitative data collected from a representative sample of students in classes 1-4 in selected districts of UP and Odisha, many of which belonged to marginalized communities including Dalit and Adivasi. The details and main findings of this study are included in this report.

Methodology As previously mentioned, the baseline study involved primary and secondary data collection and analysis using both quantitative and qualitative methods. The data sources, and methods for data collection, can be seen in the following table.

Table 3: Data sources and Data Collection Methods

Data Source Method of Data Collection

Early Start: Read in Time Baseline Study

Students Child Assessment Tool

Teachers Teacher Interview cum Classroom Observation Schedule

Classroom Teacher Interview cum Classroom Observation Schedule

School School Survey cum Observation Form

Community Members/SMC Members Focus Group discussion

Teacher Support Institutions (Cluster Individual Structured Interviews Resource Centre Coordinators, CRCC; Block Resource Person)

Figure b: Teacher Interview

Early Start: Read in Time Baseline Study

Workplan The baseline study was conducted between March-June 2015 and adhered to a workplan which was developed and agreed upon by both Kaarak and CARE India. It consisted of:

I. Preparatory stage A. Inception meeting B. Review of secondary literature C. Development of analysis framework and translation of tools II. Data collection phase A. Pilot testing of tools and finalization B. Training of field investigators C. On site data collection III. Data analysis & report writing A. Data collation and compilation B. Data analysis and draft of report IV. Submission of deliverables A. Inception report and translated tools B. Field test report and finalized tools C. Final analysis plan and table formats D. Final report Sampling Sampling was done according to a sample size suggested in the baseline study ToR with a confidence level of 95% and confidence interval of under 5%.

The details of the original sampling plan and the actual samples used can be seen in the following table:

Table 4: Study Sample

Uttar Pradesh Odisha Universe Sample Universe Sample Students 72,576 1554 30145 553 School 440 38 516 14 Teachers* 1584 78 1531 31 Block Resource Person (BRP) 85 7 55 1 Cluster Resource Centre Coordinator (CRCC) 48 12 48 10 Community (SMC) 50 18 50 9

*Rationale for the sample size for language teachers: Taking an average distribution of the teachers’ universe amongst the school universe, it seems that, in U.P., there are 3-4 teachers in each school, and in Odisha there are about 3 teachers in each school, covered by the project. Taking this calculation, 2 – 3 language teachers in all sample schools to be covered in the assignment- by both individual interview schedule and classroom observations.

Early Start: Read in Time Baseline Study

1.3 Context analysis

Education is generally considered one of the most important development factors which has the potential to radically facilitate social improvements. The importance of education is widely agreed upon and most see it as a top priority at both the individual and society levels. However, the consensus around education ends at the point where one decides the best way to improve education. Education in India As a nation, India has made huge strides in the field of education in the past few decades. For instance, according to World Bank statistics, the enrolment rate in primary schools in India increased from 78% in 1990 to 92% in 2011.1 Of particular importance was the passage of the Right to Education Act, 2009 which calls for free and compulsory education of all children between 6—14 and prescribes specific measures to ensure this. This and other important actions have led to significant increases in primary school enrolment, and a logical decrease in out of school children. According to the most recent ASER survey, the enrolment of children aged 6-14 in rural India is 96.7%.2 An improvement in the enrolment ratio for boys and girls has also improved in the past few years. However, enrolment is not the endgame indicator in education and does not ensure that students are learning. Despite relatively high enrolment, India still struggles with many important challenges such as attendance of students and teachers, continued education beyond primary level and quality of education imparted. In the area of basic reading, the 2014 ASER Annual Status of Education Report describes the situation in India as ‘extremely disheartening’. For example, the survey found that in Standard III, only 25% of all children can read a Standard II text fluently. Recognizing the wide state level diversities in India, the report points out that some states have made improvements in the last few years, but others remain stagnant, and some have indeed regressed in the domain of early reading.

Odisha The eastern state of Odisha encounters many of the aforementioned challenges in terms of education (e.g. attendance, quality of education) as well as some others that are more state specific. For instance, the state has one of the largest tribal populations in terms of absolute numbers and is in the upper half in terms of percentages3. This presents some fundamental challenges for education not least of which is language. Many children at the primary school age do not speak Oriya (the official state language) at home and must adapt. However, despite challenges, Odisha has made significant progress in recent years and the state now fairs decently well in comparison to other states and indeed the national averages. The following table shows some educational indicators from the 2014 ASER report:

1 http://data.worldbank.org/ 2 ASER 2014: Annual Status of Education Report. Available online at: http://img.asercentre.org/docs/Publications/ASER%20Reports/ASER%202014/National%20PPTs/aser20 14indiaenglish.pdf 3 http://tribal.nic.in/Content/StatewiseTribalPopulationpercentageinIndiaScheduleTribes.aspx

Early Start: Read in Time Baseline Study

Table 5: Some Educational Indicators about Odisha

Indicator Odisha India

% Out of school children 6-14 2.9 3.3 (both sexes)

% Children in Std III who can 46.8 40.3 read at least a Std I level text

% Children in Std V who can 51.9 48.1 read a Std II level text

While these indicators are encouraging, they are far from perfect and much remains to be achieved. For instance a wide gap remains between males in females in terms of education. For instance, in Mayurbhanj District there is a gap of over 20% between the sexes in literacy. A similarly large gap exists between rural and urban populations.4 Within Odisha, Mayurbhanj is a district that performs below average in terms of literacy:

Table 6: Literacy Rate of Mayurbhanj

Level Literacy rate as per 2011 Census India 74.04%

Odisha 72.87%

Mayurbhanj 63.13%

Uttar Pradesh The situation of education in Uttar Pradesh is significantly different (and in many respects worse) than Odisha. One striking difference is seen in enrolment in private schools. While in Odisha, the total for children 6-14 (according to 2014 ASER report) is 8.5%, the corresponding amount for Uttar Pradesh is much higher at 51.7%. Other indicators are similar or inferior to national averages:

Table 7: Some Educational Indicators about UP

Indicator Uttar Pradesh India % Out of school children 6-14 4.9 3.3 (both sexes)

% Children in Std III who can 35.1 40.3 read at least a Std I level text

4 http://www.census2011.co.in/census/district/400-mayurbhanj.html

Early Start: Read in Time Baseline Study

% Children in Std V who can 44.6 48.1 read a Std II level text

The already poor indicators of Uttar Pradesh are even worse in the districts of Balrampur, Bahraich and Shrawasti. For instance the overall literacy rates in the districts according to the 2011 census well below the state and national averages.

Table 8: UP Literacy Rates

Level Literacy rate as per 2011 Census India 74.04%

Uttar Pradesh 67.68%

Balrampur 49.51%

Bahraich 49.36%

Shrawasti 46.74%

In all districts there is a large gap between male and female literacy rates. This disparity is over 20% in each district, and Shrawasti’s is the worst (57.16% to 34.74%). As in Odisha a large gap also exists between rural and urban populations.5

5 http://www.census2011.co.in/literacy.php

Early Start: Read in Time Baseline Study

2 About the Sample

Figure c: Students in Sample School 2.1 Sample and Demographics The states covered for the purpose of data collection were Odisha and Uttar Pradesh. The total number of districts covered in the states was four. One district was from Odisha and other three were from Uttar Pradesh. The distribution is as follows: The 52 schools were selected and all were government schools. The data collection was carried out amongst the students that had completed grades 1, 2, 3 and 4. The population of the student sample covered is primarily rural population and the sample of the students is largely from the marginalized Dalit (Scheduled Caste), minority muslims and Other Backward Classes(OBC) from the districts of Uttar Pradesh and Adivasi (Scheduled Tribe) communities of Odisha. The state wise and district-wise and grade wise distribution of the surveyed students is given in the following table.

Early Start: Read in Time Baseline Study

Table 9: Quantitative Data Collection Coverage

Distribution of Students Surveyed

District State Grades Total

Grade 1 Grade II Grade III Grade IV

Shrawasti Uttar 134 129 131 116 510 Pradesh

Bahraich Uttar 126 126 135 125 512 Pradesh

Balrampur Uttar 145 129 130 128 532 Pradesh

Mayurbhanj Odisha 138 138 139 138 553

Total 543 522 535 507 2,107

Total, 2107 students were assessed, out of which 1554 students in UP and 553 in Odisha.

District gender wise distribution of the students is as follows.

Table 10: Gender Distribution of Students Surveyed

Gender-wise Distribution

Shrawasti Bahraich Balrampur Mayurbhanj Total Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls

Grade 1 73 61 60 66 68 77 86 52 287 256

Grade 2 63 66 70 56 68 61 83 55 284 238

Grade 3 69 62 61 74 57 73 78 61 265 270

Grade 4 63 53 47 78 57 71 85 53 252 255

1088 1019 Total 268 242 238 274 250 282 332 221

Early Start: Read in Time Baseline Study

Total (district 510 512 532 553 wise)

Total (state wise) 1,554 553 2,107

The overall distribution of students by social category can be seen in the table that follows:

Table 11: Social Category

Social Category Social Shrawasti Bahraich Balrampur Mayurbhanj Category % Nos. % Nos. % Nos. % Nos. % Nos.

General 62 22 36 12.00 6% 12.10 4.20 6.70 2.16 132

SC 128 144 140 52.00 22% 25.00 28.12 26.30 9.40 464

ST 2 7 3 422.00 21% 0.39 1.36 0.56 76.30 434

Minority 64 212 112 0.00 18% 12.50 41.40 21.05 - 388

OBC 254 127 241 67.00 33% 49.80 24.80 45.30 12.10 689

Total 510 512 532 553 100% 100.00 100.00 100.00 100.00 2,107

Some Important Details of Sample Demographics:

• Mayurbhanj is essentially a tribal dominated district of Odisha. The collected data indicates a substantial gender gap in attendence. The number of male students going to school is significantly high compared to females and this pattern remains constant in all the four classes covered in the given district. It has a considerable population which is backward as indicated by the dominating ST population in the social category distribution.

• Shrawasti has the highest percentage of OBC category students going to school as compared to other districts. The attendance pattern of schools is skewed towards the male gender. However, this gap is relatively smaller compared to Mayurbhanj (Odisha).

Early Start: Read in Time Baseline Study

• Balrampur and Bahraich both follow a different gender gap pattern as compared to the above districts covered so far. More females were enrolled in the school as compared to their male counterparts, as per the collected sample. Bahraich is the minority concentrated district as compared to other districts covered. While Balrampur has the highest number of SC category students going to school in comparison to other districts. • Mayubhanj has the most skewed gender gap towards males in attendance as compared to other districts of Uttar Pradesh.

2.2 Limitations

The study was generally conducted as planned and the research team feels confident in the results. However, several challenges were encountered which could be considered as limitations. 1. Attendance was low in UP schools generally which presented challenges for data collection in some locations. This was at least partially related to the timing of the survey (a time when many students were not coming to schools). 2. In some cases, understanding of questions by students was not uniform. If understanding of questions was incomplete or different in different locations, this could affect findings.

Early Start: Read in Time Baseline Study

Figure d: Daily attendance at a school on day of data collection

Early Start: Read in Time Baseline Study

3 Explanation of Reading Competencies, Inquiry, Administrative Strategy and Competency Level

3.1 Reading Context of the Child

The context in which a child is growing up and, therefore, learning to read plays a crucial role in the development of reading. Access to reading material, support from family and friends, the language spoken at home are crucial factors which define the reading context of the child. For the purpose of EGR baseline, the reading context has been construed to comprise of two aspects - Home Environment and Fluency in Spoken Language. The table below explains the schema for assessing the reading context of the students:

Table 12: Reading Context Assessment

Reading Context

Inquiry Administration Strategy Competency Level

What do students have in their The investigator asked each Subjective responses bag? question one by one to the student and recorded the responses in the What reading material do the recording sheet. The responses students have access to beyond were subsequently tabulated. the text books? Questions (respectively):

Who narrate stories to the students at home? 1.1

Who support the students in 1.2 reading at home? 1.3 1.4 Home Environment Home Are the students able to describe For Grade 1, the students were High: All those who can

pictures using the syntax of shown four pictures and were describe all 4 pictures in language? asked to state what they saw complete sentence in the list. happening in each picture, in a Medium: Those who can full sentence. The investigator describe 2 to 3 pictures in recorded the response of the complete sentence. student exactly. Each response was subsequently scored for Low: Those who can describe completeness and for factual only 1 picture in complete correctness. sentence. Extremely low: Those who Fluency in Spoken Language Spoken in Fluency

Early Start: Read in Time Baseline Study

Question: 2 can’t describe at all or describe in incomplete sentence

Are the students able to For classes 1 and 2, the students High: All those who can recognise and know the words were shown pictures of 6 familiar recognize 5-6 pictures in the for familiar objects? objects and were asked to state list. what each object was. The Medium: All those who can investigator recorded the recognize 3-4 pictures in the response of the student for each list. object exactly as stated by the student. Low: All those who can recognize 1-2 pictures in the Questions: 4 (Class 1); 3 (Class list 2) Extremely low: Those who

can’t recognize any of the picture at all or recognize incorrectly

For class 3, the students were High: All those who can asked to recall 10 objects from the recall 8-10 objects homes. The investigator recorded Medium: All those who can each response of the student recall 5-7 objects. exactly as stated by the student. Low: All those who can recall For class 4, the students were 1-4 objects. asked to recall 10 objects from the environment. The investigator Extremely Low: Those who recorded each response of the can’t recall any object. student exactly as stated by the student. The students were scored on the basis of factual correctness as well as the pronunciation. Question: 3

3.2 Phonemic Awareness

A phoneme is the smallest unit of sound and phonemic awareness is the ability to hear/ identify/ distinguish and manipulate the sounds in spoken words. Phonemic awareness also includes an understanding, whether tacit or explicit, that spoken words and syllables are made up of sequences of speech sounds. This may be divided into two sub-abilities blending, where the child joins different phonemes (sounds) to form a coherent word, and segmentation, where the child is able to distinguish the phonemes in a given word. For children, this ability develops naturally as they encounter different sounds, including those in languages spoken to and taught to them; though the realization of such ability and the need for it comes later.

Early Start: Read in Time Baseline Study

Experiments have demonstrated that this development can be facilitated and hastened through specific exercises and practices.

Such ability, as research has demonstrated, is an essential building block of language development, including reading, as the ability to manipulate and piece-together sounds has a direct bearing on the child’s ability to identify a written word.

For the purpose of the EGR baseline, the sub-ability to segment phonemes was tested through a direct question and through a few indirect questions. The sub-ability to blend was also assessed through different questions. The following table explains the schema for assessing the phonemic awareness of the sampled students.

Table 13: Phonemic Awareness Assessment

Phonemic Awareness

Inquiry Administration Strategy Competency Level

• Are the students able to Students were shown four pictures which are High: Identify the distinguish different actually two pairs of objects which start with the first/ last/ middle phonemes in familiar same phoneme. The students were first asked to sound of all (4) words? identify each of the four pictures and were objects/ Identify all • Are the students able to supported to arrive at the ‘right’ word in case they the pair of objects (2) identify phonemes could not recognize the object or used an beginning with the occurring in the beginning alternative word. Once the word was identified the same first sound of a word more easily as students were asked to identify the first and last Medium: Identify the compared to the ones sounds in each word for class 1-3 students and last sound of 2-3 the occurring later? and middle sounds for class 4 students. They also objects/ Identify 1 the • Are the students able to identify two words starting asked to identify pairs of words which were pair of objects with the same phoneme? starting with the same phoneme. The investigator beginning with the recorded exactly the students stated responses to same first sound each of the above. Subsequently, the students Low- Identify the were scored for the number of phonemes and pairs sound of only one they were able to identify. object Questions: Extremely Low- 7 for class 1 Couldn’t Identify the 6 for classes 2-4 sound of any of the objects/ Couldn’t Identify any of the pair of objects beginning with the same first sound

Early Start: Read in Time Baseline Study

3.3 Phonic Awareness

Phonic awareness may be described as the ability to link phonemes with graphemes – sounds with letters of a given language. When a child can recognise and articulate the sound of a given letter of a set of letters or, conversely, when a child can identify the appropriate letter or letters for a sound, the child can be said to have acquired phonic awareness. This is a relatively complex ability as it demands both phonemic awareness as well as recognition of letters of a language. This is not an ability which a child acquires naturally, without specific effort or external intervention, unlike phonemic awareness. This ability is an important stage in the developing the abilities to read and write.

For the purpose of EGR Baseline, phonic awareness was assessed through two direct questions as described in the table below:

Table 14: Phonic Awareness Assessment

Phonic Awareness

Inquiry Administration Strategy Competency Levels Are the students able to Students were provided with a set of letters High: All those who identify simple or complex and were asked to read the same aloud one by can read 50% or more letters and articulate their one. The investigator marked letters correctly letters from the list respective sounds? identified and pronounced by the student on a Medium: Those who recording sheet. Subsequently the students can read 50% of the were scored for the number of letter they letters. identified correctly. The degree of difficulty was higher for higher classes. Low: Those who can read 20 to 50% of Questions: letters in the list. 5, 6 (Grade 1) 4, 5 (Grade 2-4) Extremely low: Those who cannot read at all or read incorrectly all of it.

Are students able to write Every investigator read out a fixed set of six High: All those who words dictated to them? words to the students one by one. The students can write correctly 6-5 were supposed to write each word down in words from the list of 6 designated space on a recording sheet. The words investigator gave sufficient time to the students to complete each word and moved to Medium: Those who the next word only when the student can correctly write 3-4 completed the word or expressed inability to words from the list of 6 do so. The students were scored for the words number of words they could write fully and correctly without any grammatical errors.

Questions: Low: Those who can

Direct correctly write 1-2

Early Start: Read in Time Baseline Study

8 (Grade 1) words from the list of 6 words

7 (Grade 2-4) Extremely Low: Those who can write none of words correctly

3.4 Comprehension

Comprehension is the ability to make meaning of any phenomenon that one encounters through any or a combination of sensory experiences. In terms of reading, it is both a component as well as the objective of reading. This is a vital ability for a reader for two reasons: 1) Being able to understand what has been read so far motivates the reader to go further and 2) Being able to understand what has been read so far primes the reader to read and make meaning of what is to follow. For the purpose of EGR Baseline, comprehension was assessed at two levels – comprehension through listening and comprehension through reading. The former is relatively simpler is acquired naturally while the latter demands that the student be able to identify letters, recognise words, read sentences and make meaning of the same. The table below describes the schema for assessing these two types of comprehension.

Table 15: Comprehension Assessment

Comprehension (Listening and Reading)

Inquiry Administration Strategy Competency Level Are the students able to respond to questions Investigator reads a passage to the High: Answered based on a passage read to them? students following which the students the question were asked to respond in full sentences to correctly in full five questions. The first two questions sentence. were factual, meaning responses were stated verbatim in the passage and the Medium: Correct students only had to recall the line/words. answer but in The remaining 3 questions were incomplete inferential and the student had to sentence. construct a response based on

information from the story as well as their own prior knowledge, experience or imagination. The investigator recorded each response exactly as the student Low: articulated, together with factual, spelling or syntax mistakes if any. The students

Early Start: Read in Time Baseline Study

were scored for their response to each Incorrect answer, question for both getting the facts right but in complete and for constructing the sentence right. sentence. The difficulty level of questions and the

length of story increased by grade. Extremely Low: Questions: Wrong response or no response at 3.1, 3.2, 3.3, 3.4, 3.5 (Grade 1) all. 2.1, 2.2, 2.3, 2.4, 2.5 (Grade 2-4) Are the students able to respond to questions In this case students were asked to read a High: Answered based on a passage read by them? (The passage themselves and respond in the question passages can be found in the text box below complete sentences to five different correctly in full this table.) questions. Otherwise the approach to sentence. these questions was the same as in the box above. Medium: Correct Questions: answer but in incomplete 9.1, 9.2, 9.3, 9.4, 9.5 (Grade 1) sentence.

8.1, 8.2, 8.3, 8.4, 8.5 (Grade 2-4) Low: Wrong answer.

Extremely Low: No response at all.

Grade 1: A cat had three kittens. One was black, one brown and one white. They saw a mouse and chased it. The mouse jumped into a box of flour. One by one, all three kittens jumped into the box of flour too. But by then the mouse came out of the box. The three kittens came out of the box, upset. They were all white by now. Grade 2: There was a boy. His name was Ramu. He lived in a small hut with his mother. One day Ramu went to the market to sell his cow’s milk. After wandering till evening he met a man. He asked Ramu for his cow in exchange for a magical hen. Ramu took the hen home. When his mother saw the hen she was angry. She threw the hen out of the window. When Ramu woke up next morning he saw three golden eggs laid outside the window. After seeing this Ramu and his mother became very happy. Now they live happily with hen. Grade 3: Once, an ant was thirsty. She went to the river to drink water. There was a strong wind so the ant fell into the river and began to drown. At the same time a pigeon was flying overhead with a leaf. She saw the ant was drowning. She wanted to save the ant. To save the ant, she dropped the leaf in the river. The ant climbed on the leaf. The pigeon then held the leaf in her beak and lifted the ant out of the water. Hence the ant’s life was saved. Sometime later the same ant was roaming in the jungle. She saw a hunter sitting with his net spread. The ant saw some birds coming towards the net. She understood that the hunter was awaiting these birds. The ant quietly crawled towards the hunter and bit his leg. The hunter screamed. The birds heard the scream and flew away from the net.

Early Start: Read in Time Baseline Study

Grade 4: There was a village. There was a huge tree outside it. Many exhausted people from the field rested under the tree on their way back home. A cuckoo lived on that tree. The cuckoo sang melodious songs. She comforted people of their tiredness by its songs. Once a hunter came under that tree. He spread his net under the tree. The cuckoo was caught in the net of hunter. The hunter was resting under that tree. The cuckoo sang such a melodious song that the hunter fell soundly asleep. The cuckoo was trying to gnaw the net but could not. At that moment there was a mouse passing by. The cuckoo asked to him- “Brother, would you help me out of the net? The mouse was very kind. He said- “Tell me, how can I help.” The cuckoo said, “Cut open this net, so that I can come out.” The mouse cut the net with its sharp teeth. The cuckoo was free when he cut the net. When the cuckoo was free, she sang a melodious song for the mouse. When the hunter woke up, he saw that the net was cut and also there was no cuckoo. He went home unhappy.

3.5 Reading Fluency Reading Fluency is the ability to read phrases and sentences smoothly and quickly, with appropriate expressions, while understanding them as complete ideas. Fluency is important because it provides a link between word recognition and comprehension. Fluent readers recognize words automatically and are able to group words quickly to help them gain meaning from what they have read. Readers who have not yet developed fluency read slowly, word by word, even letter by letter.

For the purpose of EGR Baseline, reading fluency of the students was assessed through a combination of observation of students as they read the passage and questions based on the same passage. The following table explains the schema of how students’ reading fluency was assessed.

Table 16: Reading Fluency Assessment

Reading Fluency

Inquiry Administration Strategy Competency Levels

A.) Are the students able to The students were requested to read a A.) Yes or No read a passage? passage. The investigator observed B.) High= Read fluently B.) Are the students displaying the students as they read the passage throughout with right tone and any facial or physical and timed them using a stopwatch. If gesture expressions as they read the the student was unable to start reading Medium=Read fluently passage? or go beyond the first few words in throughout with some tone and C.) Are the students following two minutes, the student was asked to gesture the punctuations marks? discontinue. For the students who D.) What is the speed, in terms Low=Read letter by letter of words per minute, at could read the passage, the rarely using tone and which the students are able investigator recorded the total time gesture to read? taken by the student to read the entire Extremely low=Student E.) What percentage of words passage. The investigator also hardly read and used no were read correctly by the recorded the number of words which tone or gesture students? the student had read at the end of 4 C.) High= Correct use of minutes. In a separate recording punctuations throughout sheet, the investigator marked all the excerpt words correctly or incorrectly as well Medium= Read word by as those words which the student read word, pausing at incorrectly initially but corrected punctuations but no themselves on her own. The

Early Start: Read in Time Baseline Study

investigator also marked whether the change in tone throughout student gave appropriate pauses at the excerpt punctuation marks and expressions. Low= read word by word The student was scored subsequently without pausing at for each of the above attributes. punctuations No pause or recognition of Questions: punctuations A.) 9.1.1 for Grade 1 and 8.1.1 D.) High=>50 words per minute for all other Grades Medium= 31-50 words B.) 9.2.1 for Grade 1 and 8.2.1 per minute for all other Grades Low/poor= < 30 words C.) 9.2.2 for Grade 1 and 8.2.2 per minute for all other Grades E.) High=80-100% correct D.) 9.2.3 for Grade 1 and 8.2.3 Medium=50-80% correct for all other Grades Low/poor= <50% correct E.) 9.2.4 for Grade 1 and 8.2.4 for all other Grades

3.6 Independent Writing

Writing is the ability to represent language in visual or tactile form, following the conventions of the given language. The ability to write is one of the two production-oriented language skills, the other being speaking. Though the reading and writing may appear to be distinct abilities to a lay person, research has demonstrated that development of both these abilities is intrinsically linked - development of reading strengthens writing abilities and vice versa. An analysis of writing provides a good indication of the reading ability of the writer in terms of their phonemic, phonic and comprehension abilities. It can be argued these abilities are likely to be well developed in a person/child with good writing ability.

For the purpose of EGR Baseline, students of classes 2, 3 and 4 were asked to write a few lines to assess their writing ability..

Table 17: Independent Writing Assessment

Independent Writing

Inquiry Administration Strategy Competency Level Are the students able to The students of Grades 2, 3 and 4 Grade 2: write a few lines about were requested to write a few = Child wrote 2 sentences with some common/familiar sentences about their experience. High correct grammar experiences? Students of each class had to write about a different type experience. Medium=Child wrote 2 sentences with Both the complexity of the incorrect grammar experience and the number of sentences they were expected to

Early Start: Read in Time Baseline Study

write increased with every higher Low=Child wrote one sentence with grade. Subsequently the students correct grammar were scored for the number of =No response or child sentences they wrote with least Extremely low wrote only 1 sentence and with incorrect number of mistakes. grammar Question: 9 (Grade 2-4) Grade 3: High= Child wrote 4 sentences with correct grammar Medium= Child wrote 2-3 sentences with correct grammar Low= Child wrote one sentence with correct grammar Extremely low=No response or child wrote only 1 sentence with incorrect grammar Grade 4: High= Child wrote 5-6 sentences with correct grammar Medium= Child wrote 3-4 sentences with correct grammar Low=Child wrote 1-2 sentences with correct grammar Extremely low=no response or only one sentence and with wrong grammar

Early Start: Read in Time Baseline Study

4 Findings of Impact Indicators: Grade I

4.1 Reading Context of the Child What do students have in their bag? • The most common things in a child’s bag across project districts are book, copy (notebook), pen, pencil, eraser and sharpener. Besides these there are rare cases of plates, geometry box and colour pen. There are no cases of ‘nothing’. Children have access to basic items which is important to the process of their learning.

Figure e: Students’ bags

11 33 62 Odisha 21 78 86 31 57 46 UP 37 94 81 25 50 49 Overall 32 89 81

0 10 20 30 40 50 60 70 80 90 100

Sharpener Pencil Pen Eraser Copy Book

Do students have access to reading material beyond school books at home?

• Access to reading material at home beyond text book is as follows.

Figure f: Access to Reading Material at Home

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 61 39

UP 87 13

Odisha 55 45

Nothing Something

Early Start: Read in Time Baseline Study

• In the 39% of ‘something’ there are some cases of books, brother’s book, English book, math books et cetera. • Out of those who have responded affirmatively to having reading material at home besides school books, Odiya students have mentioned ‘story book’ (13%), ‘English book’ (3%) and ‘general knowledge’ (3%). • Besides those are ‘other books’ which have been commonly mentioned are religious materials like Ramayan and Quraan, story book, shayari book, story books. There is no difference as per gender or social category. • In Odisha, barnbodh (13%) and story book (7%) have been frequently cited. District level significant findings

• There is no difference as per gender or social category as per access to reading material. • Shravasti has a higher response of ‘nothing’ (reading material) as opposed to other districts.

Do students receive support at home?

Are they told stories?

• In the questions of who narrates stories to the child and who helps the child with reading, the percentages of those who get help respectively is as follows:

Figure g: Stories and Support at Home Grade 1

0 10 20 30 40 50 60 70 80 90 100

Overall 32

UP 23

Odisha 60 are told stories told are % of those who those % of

Overall 57

UP 55 withstudies are get help get are Odisha 86 % of those who those % of

• Evidently, the percentage of those who get help with studies is higher than those who are told stories. • Of those who get help, close family i.e, mother, father, brother and sister are the major contributors in both cases. Child’s engagement is highest with close family members. • Mothers lead the range of members followed by father, brother and sister when it comes to narrating stories, but the role reverses when it comes to help in studies. Though mothers are still involved, brothers and fathers take lead in this particular role. • ‘Parent’ as a category appears in Odisha, more active in assisting with studies than story telling.

Early Start: Read in Time Baseline Study

• In the 14% of those who have no one to assist them with studies, 11.5% are boys and remaining 2.5% are girls. 11% were scheduled tribe (due to a large ST population) while other 3% is summation of single cases of OBC, SC and minority. No such gender or social category gap prevails among those who have no one to tell them stories. District level significant findings

• In Balrampur, in both cases, OBC is the most neglected6 social category. Close family i.e, mother, father, brother and sister form 54.5% of total students who get help in studies from these members. • In Bahriach, in both cases, Scheduled Caste is the most neglected social category. Close family i.e, mother, father, brother and sister lends maximum support (37%) with studies. But there are more boys (47%) who get support compared to girls (33%). • Shravasti has a higher response of ‘no one’ (to tell stories and help with studies) as opposed to other districts. In both cases, minority is the most neglected social category. Close family i.e, mother, father, brother and sister lends maximum support (37%) with studies. There is no gender gap in who gets more or less support.

Reading Context Key findings

• Nothing and no one is an aggregate of cases where the child said ‘nothing’ and ‘no one’ and those who did not respond at all. Inferentially, such a response is suggestive of low or negligible penetration of reading materials as one may imagine, like story books, newspaper, story books, illustrative, charts in rural households. In addition to this, story-telling is not a commonly practice amongst elders and children in households. On the contrary, assistance with studies is more commonly found. • The emphasis on education (as indicated by help with reading) as preached by the school and school system is much stressed upon undervaluing the impact of story-telling on the language learning ability of the child. This can be largely attributed to ignorance of the community on importance of story-telling and the lack of occurrence thereof.

Are students able to recognize and describe pictures?

6‘Neglected’ here means: Among all social category, students from OBC category have maximum percentage of no one to narrate stories to them and assist them with studies. ‘Neglected’ has been used with similar essence throughout.

Early Start: Read in Time Baseline Study

Figure h: Picture Identification and Description

Overall 21 15 82

Odisha 0 15 85

identification) UP 32 14 81 Very low Vocabulary (Picutre Vocabulary Low Overall 66 11 16 7 Medium High Odisha 67 13 14 7 Descriptive description) UP 65 10 17 8 Language (Picture Language

0% 20% 40% 60% 80% 100%

• The two questions in this section show very differing information. Most students could correctly identify the pictures they were shown. However only a small portion could correctly describe the pictures. • 66% of the children cannot describe images in complete sentence as opposed to only 2% who cannot recognize any of the images. • However, the medium range response raises curiosity as to why children are not able to recognize all the images given the fact that the pictures are familiar to them. Further Analysis

• There no major gender gap between boys in girls is seen in the responses across districts. • In picture description, 43% have explained one or more pictures (high plus medium plus low) in complete sentence in Bahriach which is significantly better performing than Balrampur and Shravasti.

4.2 Phonemic Awareness

Can students distinguish different phonemes in familiar words? Can students identify phonemes occurring in the beginning of a word more easily as compared to the ones occurring later? Can students identify two words starting with the same phoneme?

Early Start: Read in Time Baseline Study

Figure i: Phonemic Awareness Grade 1

Phonemic Awareness Grade 1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 76 1 20 UP 85 1 12 First sound Odisha 51 2 44 Overall 77 2 21 UP 89 1 10 First words

sound of sound Odisha 43 4 54 two similar two Overall 82 2 15 UP 91 1 7 Last sound Odisha 55 3 37

Very low Low Medium High

• In all the three segments; the responses are distributed between high and very low implicating an ‘all or nothing’ case. Either the children know all the answers or do not know any. • Overall, Odisha students have much better phonemic awareness as compared to UP. • In UP, high competency steadily fell from first sound to last sound but in Odisha students have high competency when it comes to pairing words with same first sound, followed by first sound to last sound. • There is no significant gender gap in responses between UP districts with the possible exception of Shrawasti where boys consistently outperform girls.

4.3 Phonic Awareness Can students identify simple or complex letters and articulate their respective sounds? Can students read individual words? Can students write words dictated to them?

Early Start: Read in Time Baseline Study

Figure j: Phonic Awareness Grade 1

Phonic Awareness Grade 1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 48 10 9 33

n UP 62 0 7 20 Letter Odisha 7 10 12 71 Identificatio Overall 64 12 6 19

n UP 78 11 3 8 Word Odisha 22 14 12 51 Identificatio Overall 72 13 8 7 UP 84 9 3 3

Dictation Odisha 37 22 22 20

Very Low Low Medium High

• Observing the most basic constituent of phonic awareness, i.e, letter identification percentages, one can see that the phonic awareness levels are low in the project area (especially UP) and falls further when we turn towards word identification and dictation. • The percentages of ‘high competency’ declines from letter identification, word identification to dictation while the percentage of those with ‘very competency’ increases. • There is a considerable gap in performance between UP and Odisha. Odisha has a much larger percentage of those who have high performance in letter and word identification. The gap narrows down when it comes to dictation. • Overall, there is no discernible gender disparity with boys and girls performing about the same in most cases. One exception is Shrawasti where boys generally perform better than girls. District level significant findings

• In Balrampur, the gap between male and females in very low competency of word identification is 70% and 81% respectively meaning that boys are better (or at least less bad) at phonic awareness than girls. This trend continues in dictation as well. • In Bahriach and Shravasti, boys perform better than girls. This gap narrows considerably in dictation. • Shravasti performs better than other districts in letter and word identification.

4.4 Comprehension

Early Start: Read in Time Baseline Study

Can students respond, in complete sentences, to questions about a passage read to them?

Figure k: Listening Comprehension Grade 1

Listening Comprehension Grade 1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 35 2 51 11

UP 33 3 58 7 (Factual) Question I Question Odisha 44 1 30 25

Overall 47 2 44 7

UP 41 2 51 7

Odisha 65 3 23 9 Q II (Factual) II Q Overall 72 2 21 6

UP 72 2 23 3 QIII

(Inferential) Odisha 73 1 14 12

Overall 63 1 31 5

UP 79 1 16 4 QIV

(Inferential) Odisha 15 1 76 8

Overall 56 3 38 3

UP 65 2 31 2 Q V Q

(Inferential) Odisha 30 4 61 6

Very Low Low Medium High

• From the chart above, we can see several important trends. • By far, the most common scores for this question are Medium and Very Low. Logically, this means that Low and High scores are much less common. • Students in Orissa tend to score higher than those in UP. The difference however, varies from question to question. • For both Odisha and UP, a greater percentage of students receive High score in the first few questions and then this percentage decreases for the last two questions. Did the child read the excerpt?

Early Start: Read in Time Baseline Study

Figure l: Child Reading of Excerpt

Grade 1: Did the child read the excerpt?

Overall (N=543) 87 13

Odisha (N=138) 73 27

UP (N=405) 91 8

0% 20% 40% 60% 80% 100%

No Yes

• From this table, we can clearly see that reading levels are quite low in the study area for Grade 1 students. Only a small percentage of students could read the passage provided. • We can see that the percentage was worse in UP than in Odisha. Only 8.1% of UP students read the excerpt. • Despite the fact that the Odisha sample was much smaller than the UP sample, more students were able to read the passage (37 vs. 33). • Numbers of students able to read the text in UP were so low that any meaningful analysis (by district, gender or social category) is difficult. Are students able to respond, in complete sentences, to questions based on a passage read by them?

Early Start: Read in Time Baseline Study

Figure m: Reading Comprehension Grade 1

Reading Comprehension Grade 1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall (N=70) 33 21 17 29 UP (N=33) 58 3 15 24 (Factual)

Question I Question Odisha (N=37) 11 38 19 32 Overall (N=70) 44 14 23 19 UP (N=33) 58 6 15 21 QII

(Factual) Odisha (N=37) 32 22 30 16 Overall (N=70) 44 16 27 13 UP (N=33) 58 6 18 18 QIII Odisha (N=37) 32 24 35 8 (Inferential) Overall (N=70) 75 11 4 9 UP (N=33) 84 03 12 QIV Odisha (N=37) 68 22 5 5 (Inferential) Overall (N=70) 63 19 9 10 UP (N=33) 79 3 6 12 Q V Q Odisha (N=37) 49 32 11 8 (Inferential)

Very Low Low Medium High

• Only a small percentage of students were able to read the passage (70 of 543), therefore the table above shows only the results of those students who were able to do so. • Among the students who could read the passage (presumably the top students in both locations), the scores show some tendencies. • Scores between the two districts are relatively close in terms of High and Medium scores, However Low scores are more common in Odisha while Very Low scores are most common in UP. • Also, High scores in reading comprehension are highest in for the first question (Level 1), but this percentage generally decreases as the questions progress.

Early Start: Read in Time Baseline Study

4.5 Reading Fluency

Did the students who could read the excerpt (total 70) display correct tone and gesture?

Figure n: Tone and Gesture Grade 1

Tone and Gesture Grade 1

Overall (N=70) 59 17 14 10

Odisha (N=37 62 22 5 11

UP (N=33) 55 12 24 9

0% 20% 40% 60% 80% 100%

No tone or gesture Read rarely with any tone and gesture letter by letter Read fluently with some tone and gesture Read fluently throughout with correct tone and gesture

• We can see that scores of those who were able to read the passage, tone and gesture scores were roughly similar between Odisha and UP. Both had similar scores in the highest and lowest categories, although Odisha’s can be considered slightly better. Did students who read the excerpt (total 70) recognize and correctly read punctuations?

Early Start: Read in Time Baseline Study

Figure o: Correct Use of Punctuations Grade 1

Correct Use of Punctuations Grade 1

Overall (N=70) 34% 33% 11% 21%

Odisha (N=37 19% 30% 19% 32%

UP (N=33) 52% 36% 3% 9%

0% 20% 40% 60% 80% 100%

No pause or recognition of punctuations

Read one word after the other without pausing at punctuations

Read one word after the other, pausing at punctuations but with no change in tone throughout excerpt Correct use of punctuations throughout the excerpt

• In correct use of punctuation, we see that Odisha students outperformed those in UP. • About half of the students in Odisha receive one of the highest scores, while in UP that percentage was only 12. The majority of students scored very low in UP. • Further analysis in UP is very difficult as only 3 students of those who could read the passage received top scores. • However, in Odisha we can say that 9/22 (41%) boys received a high score while only 3/15 (20%) girls received a top score. At what rate are students able to read?

Early Start: Read in Time Baseline Study

Figure p: Rate of Reading Grade 1

Rate of Reading Grade 1

Overall (N=70) 51% 16% 33%

Odisha (N=37 32% 22% 46%

UP (N=33) 73% 9% 18%

0% 20% 40% 60% 80% 100%

Less than 30 words per minute 31-50 words per minute >50 words per minute

• In both populations, we see that of the students who were able to read the passage, less than half did so at a rate of > 50 words per minute. • Once again we see that Odisha students outperform UP students by a wide margin. Only 27% of UP students who read the passage (only 8.1% of the total population) were able to do so at a rate of > 31 words per minute. While in Odisha that number was 68%. • Boys and girls performed about the same in both locations.

Did the students who read the excerpt, read it correctly?

Early Start: Read in Time Baseline Study

Figure q: Correct Reading Grade 1

Correct Reading Grade 1

Overall (N=70) 30% 10% 60%

Odisha (N=37) 5% 8% 86%

UP (N=33) 58% 12% 30%

0% 20% 40% 60% 80% 100%

<50% read correctly 50-80% read correctly 80-100% read correctly

• Again we see a large disparity between Odisha and UP. The vast majority of Odisha students who read the passage read >80% of words correctly while the corresponding percentage in UP was 30%. • Results for boys and girls were not dissimilar and no significant distinctions between UP districts can be drawn due to low results.

Reading fluency key findings  At the first level, we see that students were more likely to be able to read the passage than those in UP (37/138 vs. 33/405). However, within this group (presumably the top performers in each location) we see that the Odisha students received better scores than UP students.  No major distinctions could be reliably identified (gender, social category, etc.) because the overall numbers were very low.

Early Start: Read in Time Baseline Study

5 Findings of Impact Indicators: Grade II

5.1 Reading Context

What do students have in their bags?

• Most common responses included book, copy (notebook), eraser, pen, pencil and sharpener. • The common things in the bag remain the same as in Grade 1across districts except that Odisha where a small percentage of students with geometry box.

Figure r: What Students have in their Bags Grade 2

0 10 20 30 40 50 60 70 80 90 100

89 45 37 Overall 63 52 29 88 78 39 UP 60 54 31 91 62 38 Odisha 71 47 24

Book Copy Eraser Pen Pencil Sharpener

Do student have access to reading material at home beyond school books?

Figure s: Access to Reading Material at Home Grade 2

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 66 34

UP 74 26

Odisha 43 57

Nothing Something

Early Start: Read in Time Baseline Study

• Out of those who have responded affirmatively to having reading material besides Odiya students have mentioned ‘story book’ (13%), ‘English book’ (3%) and ‘general knowledge’ (3%).

Do students receive support at home?

Are they told stories?

• From the table below, we can see that Odisha students are more likely to have a home environment that is conducive to learning. Odisha students answered affirmatively in far greater percentages to both questions than those in UP. • In Odisha, grandparent (12%) emerges as a category of story tellers. ‘Grandparent’ is a summation of three different responses: grandmother, grandfather and grandparent. Grandparents play a very insignificant role in UP. Out of those who have no one to assist them with studies, there are more boys than girls. Most of them are ST.

Figure t: Stories and Support at Home Grade 2

0 10 20 30 40 50 60 70 80 90 100

Overall 43

UP 32 stories

% ofthose Odisha

who are told are who 73

Overall 73

UP 54 studies help withhelp % ofthose

who are get are who Odisha 88

District level significant findings

• In Balrampur, OBC is the most neglected social category in the story-telling. • In Bahriach SC is the most neglected social category in story -telling. 37% of members are close family who help children with lessons. But there are more girls (54%) who get support compared to boys (27%). • Shravasti is lagging behind in both, story-telling and help with reading, since the percentages fall on lower side of the state average in both, 21% and 40% respectively. Both the activities revolve around close family members. The trend of father and brother overtaking mother when it comes to help with studies is continued. • Minority is the most neglected social category in story telling but there is no gender gap in who gets more or less support in either category.

Are students able to recognize pictures?

Early Start: Read in Time Baseline Study

Figure u: Picture Recognition Grade 2

Picture Identification

Overall 3 22 74

Odisha 01 97

UP 4 30 65

0% 20% 40% 60% 80% 100%

Very low Low Medium High

• Odisha performs exceedingly well such that only 3% students are not highly competent as opposed to 35 % on UP. • Shrawasti lags behind the other two UP districts in proportion of students scoring high. • Overall boys and girls score about the same overall in and in all districts.

5.2 Phonemic Awareness

Early Start: Read in Time Baseline Study

Figure v: Phonemic Awareness Grade 2

Phonemic Awareness Grade 2 0% 20% 40% 60% 80% 100%

Overall 64 2 32 UP 75 2 22 First sound Odisha 34 4 59 Overall 66 4 30 UP 79 1 20 First words

sound of sound Odisha 32 10 58 two similar two Overall 68 3 26 UP 80 1 18 Last sound Odisha 36 7 51

Very low Low Medium High

• In all the three segments; the responses are largely distributed between high and very low implicating an ‘all or nothing’ case. Either the children know it all or know none of it. • Odisha generally has much better phonemic competency as compared to UP. • In UP, high competency steadily fell from first sound to last sound but in Odisha students have high competency when it comes to pairing words with same first sound, followed by last sound to first sound. UP District Analysis

• In Balrampur, girls are performing better than boys while it’s the reverse in Bahriach and Shravasti. In the latter, the gender gap is wide with girls responding incorrectly being as high as 95% while that for boys is 65%.

5.3 Phonic Awareness

Can students identify simple or complex letters and articulate their respective sounds? Can students read individual words? Can students write words dictated to them?

Early Start: Read in Time Baseline Study

Figure w: Phonic Awareness Grade 2

Phonic Awareness Grade 2 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 31 7 9 53 UP 41 8 9 42 Letter Odisha 4 4 10 82 Identification Overall 54 13 8 25 UP 67 13 5 14 Word Odisha 17 12 14 57 Identification Overall 70 11 10 10 UP 81 8 4 8

Dictation Odisha 40 20 26 14

Very Low Low Medium High

• Observing the most basic constituent of phonic awareness, i.e, letter identification percentages, one can see that the phonic awareness levels are low in the project area (especially UP) and falls further when we turn towards word identification and dictation. • There is a considerable gap in performance between UP and Odisha. Odisha has larger percentage of those who have high performance in letter and word identification. The gap narrows down when it comes to dictation. • In terms of gender, boy and girls in Mayurbhanj and Bahraich score about the same, while girls in Balrampur do much better than boys. In Shrawasti, the boys do better than girls. • In class 2, girls in Balrampur perform better than boys if we focus at the percentage of high performance across different segments of testing competencies around phonic awareness. The percentages in Balrampur display a gap between boys and girls.

Table 18: Gender-wise scores from Balrampur Grade 2

Boys Girls

Dictation 6% 18%

Word Identification 9% 30%

Letter Identification 41% 59%

• The gender gap is reversed in Shrawasti. There is about 20% gap between boys and girls in low or very low performance in letter and word recognition. This gap narrows down when dictation is tested.

• In Odisha, those falling under medium performance increases from letter identification to dictation. The slip of students from high to low performance is large in UP which translates into not so wide range of medium performance (11%-19%) among the three competencies as opposed to Odisha (14%- 46%).

Early Start: Read in Time Baseline Study

District level significant findings

• The competency of students worsens from letter identification to dictation. • Balrampur students are performing better than students in other district as can be seen from the table below which shows Very Low scores.

Table 19: District-wise scores on Phonic Awareness Grade 2

Balrampur Bahraich Shrawasti

Dictation 72.1 81.7 88.4

Word Identification 58.9 72.2 71.3

Letter Identification 37.2 53.2 32.6

• Social category disparity won’t be applicable due to prevalence of Scheduled Tribe majority in Odisha and Other Backward Class and Scheduled Caste majority in UP.

5.4 Comprehension

Can students respond, in complete sentences, to questions based on a passage read to them?

Early Start: Read in Time Baseline Study

Figure x: Listening Comprehension Grade 2

Listening Comprehension Grade 2 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 25 2 52 22 UP 21 1 56 22 (Factual)

Question I Question Odisha 34 3 41 23 Overall 67 4 21 8 UP 72 4 19 5 QII

(Factual) Odisha 53 3 27 17 Overall 56 6 32 6

) UP 55 5 36 4 QIII Odisha 8 23 10

(Inferential 59 Overall 70 7 17 7

) UP 74 5 17 4 QIV Odisha 57 10 19 15 (Inferential Overall 39 1 51 9

) UP 33 2 59 7 Q V Q Odisha 55 1 30 15 (Inferential

Very Low Low Medium High

• Once again we see the predominance of Medium and Very Low scores for listening comprehension, meaning that Low and High scores are less frequent. • Scores for listening comprehension are similar between UP and Odisha for the first question, but afterwards Odisha students score better on all the rest. • Scores are relatively poor at this level so meaningful analysis at a deeper level such as gender and district should be done with caution. However, it seems that there is no clear pattern of dominance by either boys or girls. In some cases boys do better, in others girls do better. The possible exception is Shrawasti where boys score better on every question. Did the child read the excerpt?

Early Start: Read in Time Baseline Study

Figure y: Child Reading of Excerpt Grade 2

Grade 2 did the child read the excerpt?

Overall (N=522) 74 26

Odisha (N=138) 48 52

UP (N=384) 84 16

0% 20% 40% 60% 80% 100%

No Yes

• From the table above, we can see that overall the majority (74%) of the Grade 2 students studied could not read the excerpt. • However, there was a large difference between Odisha and UP students. In Odisha, over half of the students read the text, while in UP that proportion was only 16%. • Overall the gender distribution for this indicator in Grade 2 was roughly balanced between boys and girls. However a large difference was observed in Shrawasti where only 6% (4/66) of girls could read the excerpt while 22% (14/63) of boys could do the same.

Are students able to respond, in complete sentences, to questions based on a passage read by them?

Early Start: Read in Time Baseline Study

Figure z: Reading Comprehension Grade 2

Reading Comprehension Grade 2 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Overall (N=134) 31 7 30 32

I UP (N=62) 29 0 44 27 Odisha (N=72) (Factual) Question 32 14 18 36 Overall (N=134) 30 12 39 19 UP (N=62) 44 0 44 13 QII Odisha (N=72) (Factual) 18 22 35 25 Overall (N=134) 39 15 25 22

al) UP (N=62) 44 3 31 23 QIII Odisha (N=72) (Inferenti 35 25 19 21 Overall (N=134) 51 10 27 13

al) UP (N=62) 47 2 35 16 QIV Odisha (N=72) (Inferenti 54 17 19 10 Overall (N=134) 54 14 19 13

al) UP (N=62) 65 6 19 10 Q V Q Odisha (N=72) (Inferenti 44 21 19 15

Very Low Low Medium High

• As in Grade 1, only a fraction of the overall sample could actually read the passage provided, so the table above shows the scores for only those students (134 of 522). • From this table we can see that scores are more evenly distributed between High, Medium, Low and Very Low. In general, the scores begin higher and decrease as the questions progress. Odisha students generally perform better that UP students and the margin between the two varies by question. • The gender-wise analysis of this indicator show that boys perform better. However, the overall numbers in each district are quite low so caution when interpreting the data.

5.5 Reading Fluency

Did the students who could read the excerpt (total 134) display correct tone and gesture?

Early Start: Read in Time Baseline Study

Figure aa: Tone and Gesture Grade 2

Tone and Gesture Grade 2

Overall (N=134) 43% 23% 24% 10%

Odisha (N=72) 60% 26% 13%1%

UP (N=62) 24% 19% 37% 19%

0% 20% 40% 60% 80% 100%

No tone or gesture Read rarely with any tone and gesture letter by letter Read fluently with some tone and gesture Read fluently throughout with correct tone and gesture

• Results for this grade are somewhat surprising. Among students who could read the passage, only a small proportion (10% overall) read fluently throughout with correct tone and gesture. • The findings were worse, for a change, in Odisha than in UP. Only one student out of 72 earned this qualification. • Scores were relatively similar within the three districts of UP.

Did students who read the excerpt (total 134) recognize and correctly read punctuations?

Early Start: Read in Time Baseline Study

Figure bb: Use of Punctuation Grade 2

Use of Punctuation Grade 2

Overall (N=134) 27% 28% 24% 21%

Odisha (N=72) 28% 28% 22% 22%

UP (N=62) 26% 29% 26% 19%

0% 20% 40% 60% 80% 100%

No pauses or recognition of punctuations

Read one word after the other without pausing at punctuations

Read one word after the other, pausing at punctuations but with no change in tone throughout excerpt Correct use of punctuations throughout the excerpt

• Scores on correct use of punctuation are strikingly similar and uniform in Grade 2. Odisha and UP are almost evenly balanced at each level. Also, the proportion of scores between the four categories is almost the same. • Not surprisingly, gender and district-wise distribution reveals roughly similar findings.

At what rate are students able to read?

Figure cc: Rate of Reading Grade 2

Rate of Reading Grade 2

Overall (N=134) 38% 31% 31%

Odisha (N=72) 40% 29% 31%

UP (N=62) 35% 32% 32%

0% 20% 40% 60% 80% 100%

<30 words per minute 31-5 words per minute >50 words per minute

Early Start: Read in Time Baseline Study

• Again we see that scores are almost perfectly balanced between UP and Odisha. However, we should keep in mind that these percentages represent very different proportions of the overall populations (Odisha total=138, UP total=384). • Gender-wise distribution is roughly balanced across all students with a leaning towards boys in UP (particularly Shrawasti). Did the students who read the excerpt, read it correctly?

Figure dd: Correct Reading Grade 2

Correct Reading Grade 2

Overall (N=134) 15% 19% 66%

Odisha (N=72) 11% 14% 75%

UP (N=62) 19% 26% 55%

0% 20% 40% 60% 80% 100%

Correct reading <50% Correct reading 50-70% Correct reading 80-100%

• The balanced scores of the previous indicators change when we consider correct reading for Grade 2. Here Odisha students seem to be far better, with 75% scoring in the highest category while only 55% of UP students did the same. • Scores are roughly proportional between boys and girls across the entire sample. However, we again see better results of boys in UP, particularly in Bahraich and Shrawasti.

Reading Fluency Key Findings  As in Grade 1, we can see that in Grade 2, more students from Odisha were able to read the excerpt than in UP even though the sample size was much smaller in that state. Logically the proportion of students was much higher in Odisha.  Of the population who actually read the excerpt (N=134), the performance was not so different between the two states. In fact they were almost identical for ‘use of punctuation’ and ‘rate of reading’. However, UP students fared better on ‘tone and gesture’ while Odisha was better in ‘correct reading’. Overall performance was similar between boys and girls, although boys generally did better in Shrawasti and Bahraich districts of UP.

Early Start: Read in Time Baseline Study

5.6 Independent Writing

When given a prompt, are students able to write a few sentences correctly?

Figure ee: Independent Writing Grade 2

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 2 7 89

UP 3 2 93

Odisha 2 20 76

High (Wrote 2 grammatically correct sentence) Medium (Wrote 2 grammatically incorrect sentence) Low (Wrote 1 grammatically correct sentence) Extremely Low (No response/ Wrote 1 grammatically incorrect sentence)

• Overall, approximately 90% of children cannot write 2 sentences on the suggested topic. • A greater proportion students were able to at least write something in Odisha than in UP. although grammar appears to be a weak link. • From the total sample, boys fared better than girls in writing as 32 boys received high or medium scores versus only 16 girls. • In Odisha 76% of students earned a score of extremely low while the proportion in UP was over 90%.

Early Start: Read in Time Baseline Study

6 Findings of Impact Indicators: Grade III

6.1 Reading Context

What do students have in their bags?

Figure ff: What students have in their bags Grade 3

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

91 91 40 Overall 66 51 32 89 92 39 UP 61 51 32 97 89 42 Odisha 81 50 29

Book Copy Eraser Pen Pencil Sharpener

• The most common things in the bag remain the same as in Grade 2 across the sample except an increasing percentage of students with geometry box and a handful of other object like colouring book, plate, scale et cetera.

Do student have access to reading material at home beyond school books?

Early Start: Read in Time Baseline Study

Figure gg: Access to Reading Materials at Home Grade 3

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 71 29

UP 84 16

Odisha 39 61

Nothing Something

• A large percentage of the sample population continues to have no reading material, although there is considerable difference between UP and Odisha. • In UP, a handful of them have story books (3.8%) while single cases of sister’s book, geometry book, machinery book, motor cycle et cetera have been recorded. • In Odisha, it is interesting to see a diversifying range of reading materials used by significant percentage of students like barnbodh (15%), English book (16%), story book (20%), Oriya book (6%) and Test paper (4%).

Do students receive support at home?

Are they told stories?

Figure hh: Stories and Support at Home Grade 3

0 10 20 30 40 50 60 70 80 90 100

Overall 49

UP 43

Odisha 67 are told stories told are % of those who those % of

Overall 65

UP 56 withstudies are get help get are Odisha 91 % of those who those % of

• Following the by now common tendencies, the results in Odisha are more encouraging than in UP. The majority in Odisha claim that they are told stories (67%) and 91% said they get help with their studies in that location. • Grandparents continue to lay low in both these activities in UP as opposed to Odisha.

Early Start: Read in Time Baseline Study

In Odisha, 35% of students have grandparents (as a summed category) followed by mother, father, brother and sister as a source of story-telling. • Female students get more help from family with studies as compared to boys. • In Balrampur, greater number of females has storytellers and members to assist them with studies as compared to boys in grade 3. SC is the most neglected in both categories. • In Bahriach, SC is the most neglected in both categories. But there are more girls (45%) who get support with studies compared to boys (37%). • Shravasti is significantly lower than the average in both, 13% and 31% respectively. Mothers are far more engaged in the story telling compared to brothers, fathers and sisters. This role is overturned and the latter is more actively engaged when it comes to helping the child with studies. • A greater percentage of female students have members to assist them with studies as compared to boys in grade 3. But there are more girls (34%) who get support with studies compared to boys (21%).

Are students able to name 10 items from their home?

Figure ii: Word Bank Grade 3

Vocabulary- 10 Items at Home Grade 3

Overall 10 6 15 69

Odisha 14 6 21 60

UP 9 7 12 72

0% 20% 40% 60% 80% 100%

Very low Low Medium High

• A greater percentage of students in UP than Odisha who are successfully able to name 1 or more object. • This was also true for the percentage of students who could name 8-10. • Overall, boys and girls fared about the same on this question with boys scoring higher in some districts and girls better in others.

Early Start: Read in Time Baseline Study

6.2 Phonemic Awareness

Figure jj: Phonemic Awareness Grade 3

Phonemic Awareness Grade 3 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 51 2 45

UP 64 1 31

First sound First Odisha 12 4 84

Overall 51 3 46

UP 66 3 31 words

two similar two Odisha 6 4 89 Firstsound of

Overall 55 2 41

UP 70 2 26

Last sound Last Odisha 12 2 83

Very low Low Medium High

• In all the three segments; the responses are largely distributed between high and very low implicating an ‘all or nothing’ case. Either the children know all the response or don’t know any of it. • In all three categories, students in Odisha have better phonemic competency as compared to UP. • Scores seem to be fairly balanced in terms of gender with no major gender gap in responses in with the possible exception of Shravasti where boys scored well in consistently higher percentages than their female counterparts.

6.3 Phonic Awareness

Early Start: Read in Time Baseline Study

Can students identify simple or complex letters and articulate their respective sounds? Can students read individual words? Can students write words dictated to them?

Figure kk: Phonic Awareness Grade 3

Phonic Awareness Grade 3 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 24 5 10 61

UP 33 6 12 48 Letter

Identification Odisha 012 96

Overall 43 15 10 32

UP 56 17 8 19 Word

Identification Odisha 6 10 17 68

Overall 63 18 11 9

UP 71 13 8 8 Dictation Odisha 38 30 21 11

Very Low Low Medium High

• Scores in this category vary greatly. • The overall performance in terms of high performing students falls from letter identification through dictation. For instance in Odisha 96% scored high on letter identification, but only 11% did on Dictation. • There is considerable difference between UP and Odisha. The percentage of high performing students falls from 96% (in letter identification), 68% (in word identification) to 11% (in dictation) in Odisha as against the much lower 48%, 19% and 8% in UP. • In Odisha those students under medium performance competency category increases from letter identification to dictation. The slip of students from high to very low performance is large in UP which translates into a narrow range of medium performance (18%-25%) among the three question as opposed to (4%- 51%) in Odisha. • While high performance in letter and word recognition in Odisha exceeds UP significantly, the gap lowers to only 3% in dictation. • Overall, there is no discernible gender imbalance in phonic awareness with the possible exception of Shrawasti. • The Very Low competency levels of students as shown in the table below reveals a telling story.

Early Start: Read in Time Baseline Study

o Very Low scores are most common in dictation, followed by word identification and finally letter identification. o Performance in Balrampur is generally better than that of Bahriach and Shrawasti on all accounts as indicated by the table below showing percentage of High scores.

Table 20: District-wise scores of Phonic Awareness in Grade 3

Balrampur Bahriach Shrawasti

Dictation 6% 7% 11%

Word Identification 26% 17% 14%

Letter Identification 68% 33% 45%

6.4 Comprehension

Can students respond, in complete sentences, to questions based on a passage read to them?

Figure ll: Listening Comprehension Grade 3

Listening Comprehension Grade 3 0% 20% 40% 60% 80% 100% Overall 31 1 53 16

I UP 27 1 66 7 (Factual) Question Odisha 42 1 16 41 Overall 47 2 37 15 UP 60 3 35 3 QII

(Factual) Odisha 9 0 42 49 Overall 38 1 47 15

al) UP 47 1 49 3 QIII

(Inferenti Odisha 9 0 41 50 Overall 72 4 16 9

al) UP 80 2 15 4 QIV

(Inferenti Odisha 48 9 21 22 Overall 75 2 19 5

al) UP 88 1 8 3 Q V Q

(Inferenti Odisha 37 2 50 10

Very Low Low Medium High

Early Start: Read in Time Baseline Study

• In this grade we see some of the tendencies of earlier grades. For instances, scores begin relatively high and then decrease. • However, in Grade 3 we see that the gap between Odisha students and UP students begins to widen. • A gender-wise look at results for Grade 3 show that in Odisha girls perform better than boys (a greater percentage scoring High). On the other hand, scores in UP are quite low so neither gender does very well. However, girls seem to do worse in UP than boys. Did the child read the excerpt?

Figure mm: Child Reading of Excerpt Grade 3

Grade 3 Did the Child Read the Excerpt

Overall (N=535) 59% 41%

Odisha (N=139) 25% 75%

UP (N=396) 71% 29%

0% 20% 40% 60% 80% 100%

No Yes

• From earlier grades we see a steady progression in the % of students who are able to read the excerpt provided. This is despite the fact that the text given was larger and more challenging. • Numbers are still low overall (only 41% of all students could read the text). However, in Odisha 75% of students could read the text. • The gender breakup here is quite telling. A greater percentage of girls than boys in Odisha were able to read the passage (79% vs. 72%). However, in UP boys were able to read in greater percentages in every district with the highest discrepancy in Shrawasti (38% vs. 19%) Are students able to respond, in complete sentences, to questions based on a passage read by them?

Early Start: Read in Time Baseline Study

Figure nn: Reading Comprehension Grade 3

Reading Comprehension Grade 3 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall (N=218) 17 10 46 28 UP (N=114) 19 1 56 24 (Factual)

Question I Question Odisha (N=104) 13 19 36 32 Overall (N=218) 29 11 37 23 UP (N=114) 39 2 45 14 QII

(Factual) Odisha (N=104) 18 20 28 34 Overall (N=218) 37 12 37 14 UP (N=114) 45 1 46 9 QIII Odisha (N=104) 29 25 27 19 (Inferential) Overall (N=218) 48 9 25 17 UP (N=114) 69 1 19 11 QIV Odisha (N=104) 25 18 32 25 (Inferential) Overall (N=218) 54 10 18 18 UP (N=114) 37 19 19 25 Q V Q Odisha (N=104) 69 2 18 11 (Inferential)

Very Low Low Medium High

• Again, only a fraction of students could read the passage, so the table above gives results only for those that could (218 of 535). • Students in Odisha score better (higher percentage of High scores) than their UP counterparts with the exception of the last question. • Gender-wise scores for this grade are relatively balanced. Boys score better on some questions and girls score better on others. No clear, significant pattern is observed.

6.5 Reading Fluency

Did the students who could read the excerpt (total 218) display correct tone and gesture?

Early Start: Read in Time Baseline Study

Figure oo: Tone and Gesture Grade 3

Tone and Gesture Grade 3

Overall (N=218) 28% 25% 31% 17%

Odisha (N=104) 49% 25% 12% 14%

UP (N=114) 8% 25% 48% 18%

0% 20% 40% 60% 80% 100%

No tone or gesture Read rarely with any tone and gesture letter by letter Read fluently with some tone and gesture Read fluently throughout with correct tone and gesture

• Unlike the overall reading, tone and gesture did not improve much in comparison to Grades 1 and 2. Again we see that UP students score better than those in Odisha.

Did students who read the excerpt (total 218) recognize and correctly read punctuations?

Figure pp: Use of Punctuation Grade 3

Use of Punctuation Grade 3

Overall (N=218) 24% 32% 29% 15%

Odisha (N=104) 36% 32% 20% 13%

UP (N=114) 14% 32% 37% 18%

0% 20% 40% 60% 80% 100% No pause or recognition of punctuations

Read one word after the other without pausing at punctuations

Read one word after the other, pausing at punctuations but with no change in tone throughout excerpt Correct use of punctuations throughout the excerpt

• Overall use of punctuation remains poor for the sample population with over half scoring in the lower categories.

Early Start: Read in Time Baseline Study

• As in the previous indicator, use of punctuation does not show a much improvement in comparison to early grades. • Scores are relatively similar for boys and girls across all districts on this indicator.

At what rate are students able to read?

Figure qq: Rate of Reading Grade 3

Rate of Reading Grade 3

Overall (N=218) 27% 29% 44%

Odisha (N=104) 17% 24% 59%

UP (N=114) 35% 34% 31%

0% 20% 40% 60% 80% 100%

Less than 30 words per minute 31-50 words per minute >50 words per minute

• In rate of reading we see that students in Odisha outperform those in UP. In Odisha, 83% of students were able to read at a rate of >31 words per minute. In UP the percentage of students able to read was 65%.

Did the students who read the excerpt, read it correctly?

Early Start: Read in Time Baseline Study

Figure rr: Correct Reading Grade 3

Correct Reading Grade 3

Overall (N=218) 15% 17% 68%

Odisha (N=104) 6%6% 88%

UP (N=114) 24% 26% 50%

0% 20% 40% 60% 80% 100%

<50% read correctly 50-70% read correctly 80-100% read correctly

• Again we see that correct reading is much higher in Odisha than in UP. Of those who were able to read the passage, 88% of students in Odisha scored 80-100%. Reading Fluency Key Findings  Overall we see that less than half of the students sampled were able to read the excerpt provided (41%).  However there is a wide discrepancy between Odisha where most students could read the excerpt (104 out of 139) and UP where most could not (114 out of 396).  Within the subsection of students that could read the text, Odisha students performed much better on correct reading and rate of reading. However, tone & gesture and use of punctuation was actually worse on these indicators.

6.6 Independent Writing

When given a prompt, are students able to write a few sentences correctly?

Early Start: Read in Time Baseline Study

Figure ss: Independent Writing Grade 3

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 2.4 10.5 6.7 80.4

UP 2.3 7.3 5.1 85.3

Odisha 2.9 19.4 11.5 66.2

High (Wrote 4 grammatically correct sentence) Medium (Wrote 2-3 grammatically correct sentence) Low (Wrote 1 grammatically correct sentence) Extremely Low (No response/Wrote 1 grammatically incorrect sentence)

• Overall, approximately 80% of students across the entire sample scored extremely low. • There are more students who at least wrote something in Odisha although grammar appears to be a weak link. • Boys and girls performed about the same in Odisha. However in UP boys seem to have slightly outperformed girls in each district. • Bahriach is lagging behind in UP as can be inferred from higher percentage of extremely low response compared to Balrampur and Shrawasti. The percentages were 90%, 85% and 81% respectively. • On the other hand, UP over 85% children who cannot write one grammatically correct sentence or did not attempt at all. Girls lack writing competency more than boys across UP.

Early Start: Read in Time Baseline Study

7 Findings of Impact Indicators: Grade IV

7.1 Reading Context

What do students have in their bags?

Figure tt: What Students Have in their Bags Grade 4

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

89 92 49 Overall 67 59 36 88 92 49 UP 65 60 40 91 91 51 Odisha 71 57 26

Book Copy Eraser Pen Pencil Sharpener

• The most common things in a child’s bag are book, copy, pen, pencil, eraser and sharpener and there were no cases of ‘nothing’. There is a slight spike in the cases of geometry box (13%) maybe due the introduction of geometry in syllabus. • Students have more or less similar objects in their bag, those required for their basic proceedings in the school.

Do student have access to reading material at home beyond school books?

Early Start: Read in Time Baseline Study

Figure uu: Access to Reading Material at Home Grade 4

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 58 42

UP 69 31

Odisha 28 72

Nothing Something

• The overall percentage for this grade is consistent with findings from the other grades. • Once again we see a large discrepancy between Odisha where 72% of children have access to reading material and UP where only 31% have access. • In Odisha, 28% have no reading material at home although number of those who have reading materials increases and new reading materials are added: like story books (37%) and essay book (9.3%).

Do students receive support at home?

Are they told stories?

Figure vv: Stories and Support at Home Grade 4

0 10 20 30 40 50 60 70 80 90 100

Overall 51

UP 44

Odisha 68 are told stories told are % of those who those % of

Overall 71

UP 64 withstudies are get help get are Odisha 91 % of those who those % of

• Responses in this section are largely uniform with those of earlier grades for both locations. • Odisha scores remain significantly higher than those of UP, however both locations show slightly better results and in earlier grades. • In Odisha, 35% of students have grandparents (as a summed category) followed by mother, brother and sister as source of story-telling.

Early Start: Read in Time Baseline Study

In the 32% have no one to narrate story to them 22% are boys. • In Balrampur, minority as a social category is neglected in the story telling as opposed to SC in getting help with studies. • In Bahriach, No social category is neglected in either case. Greater percentage of female (49%) has members to assist them with studies as compared to boys (40%). 38% of close family participates in helping the child with studies. • In Shravasti, 42% of close family participates in helping the child with studies. Minority has been neglected with help in studies in grade 4.

Are students able to name 10 items from their home?

Figure ww: Word Bank Grade 4

Vocabulary- Items at Home Grade 4

Overall 3 6 11 79

Odisha 4 7 14 76

UP 3 6 11 80

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Very low Low Medium High

• Overall scores for this question show a steady progression from Grade 1-Grade 4. In the latter, 80% of students can name 8-10 items from their home. • Once again we see that UP students are better able to name items from their home. • The results from different districts show no clear patterns between boys and girls. In some districts, girls did better, in others boys perform better and in one district (Mayurbhanj) they are close to equal.

7.2 Phonemic Awareness

Early Start: Read in Time Baseline Study

Figure xx: Phonemic Awareness Grade 4

Phonemic Awareness Grade 4 0% 20% 40% 60% 80% 100%

Overall 45 5 48 UP 56 3 38 First sound Odisha 17 8 75 Overall 47 0 51 UP 58 0 41 First words

sound of sound Odisha 17 0 78 two similar two Overall 49 4 43 UP 61 3 33 Last sound Odisha 17 8 70

Very low Low Medium High

• In all the three segments, the responses are distributed between high and very low indicating an ‘all or nothing’ case. Either the children know all the responses or do not know any. • Odisha has far better phonemic competency as compared to UP. • In UP, high competency steadily fell from first sound to last sound but in Odisha students have high competency when it comes to pairing words with same first sound, followed by last sound to middle sound. • Boys consistently score better than girls in all districts, however the discrepancy is not as large as with other indicators. • As in Odisha, Balrampur, Bahriach and Shravasti have better high competency in recognizing the last sound compared to the middle sound.

7.3 Phonic Awareness

Can students identify simple or complex letters and articulate their respective sounds? Can students read individual words? Can students write words dictated to them?

Early Start: Read in Time Baseline Study

Figure yy: Phonic Awareness Grade 4

Phonic Awareness Grade 4 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 13 3 8 75

UP 18 4 10 69 Letter

Identification Odisha 40 9 87

Overall 35 13 9 43

UP 46 16 8 30 Word

Identification Odisha 13 0 11 72

Overall 49 17 18 17

UP 61 11 11 17 Dictation Odisha 19 30 26 25

Very Low Low Medium High

• Scores on these three indicators vary widely.

• The overall percentage of high performing students falls from letter to dictation in overall and state. • Performance in dictation is exactly same overall and state. • In Odisha, distribution of responses in various categories shows that females performed better in dictation as opposed to boys but the reverse happened in case of alphabet and word recognition. • There is no palpable difference in gender, in both overall and state wise percentage. • The Very Low competency of students in Grade 4 reveals that the performance of children in Bahraich is a bit worse as compared to Balrampur and Shrawasti.

Table 21:District-wise scores Phonic Awareness Grade 4

Balrampur Bahraich Shrawasti Dictation 57.0 73.6 50.9 Word Identification 40.6 56.8 40.5 Dictation 14.1 24.0 14.7

• Gender differences in this grade do not seem as serious as in other grades. Boys and girls scores are generally close (within about 10%). Sometimes boys have higher percentages and sometimes girls. Therefore,

Early Start: Read in Time Baseline Study

• Phonic awareness declines as the complexity of the inquiring into the competency moves up from letter recognition to dictation. • The ability to write words dictated to a child is considerably low across grades and districts. • While we see an overall even gender performance, closer introspection into UP districts reveal gender gap of varying degree in different grades. Boys are performing a bit better than girls. • There has been significant leap in high performing students in letter and word identification indicating improvement as we ascend from grade 3 to 4. While there is not such an important improvement in dictation. • The low percentage of those who can read letters/ phonemes can be attributed to the plausible conjecture that the sequence of letters in the alphabet is too well engrained in the child and a set of haphazardly placed letters breaks the usual sequence in which he or she is taught hence perplexing the child. • On one hand, teachers are lulled into believed that the child has learnt the letter and sound associated with each of those while the child continues to use approximation technique because the sequence in which he is taught. Odisha is an outlier in this case.

7.4 Comprehension

Can students respond, in complete sentences, to questions based on a passage read to them?

Early Start: Read in Time Baseline Study

Figure zz: Listening Comprehension Grade 4

Listening Comprehension Grade 4 N=507 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 27 3 51 19 UP 34 4 56 7 (Factual)

Question I Question Odisha 10 1 39 50 Overall 67 1 22 11 UP 78 1 18 3 QII

(Factual) Odisha 37 2 30 31 Overall 62 2 28 9 UP 73 1 24 3 QIII Odisha 32 4 38 27 (Inferential) Overall 68 2 18 13 UP 86 2 10 3 QIV Odisha 18 3 39 40 (Inferential) Overall 59 3 31 7 UP 61 1 36 2 Q V Q Odisha 54 8 20 18 (Inferential)

Very Low Low Medium High

• It is clear by this point that trends for UP and Odisha are different. Scores in Odisha have shifted and we see a much more equal distribution between High, Medium and Very Low. However, in UP, the High category has not increased from earlier grades and so scores remain dominated by Medium and Very Low. • Therefore while Odisha students are performing better in each increasing grade, UP students seem to be stagnating or even becoming worse. • Gender-wise consideration of scores for this grade show that boys and girls perform about the same. Sometimes boys score better and sometimes it is girls.

Did the child read the excerpt?

Early Start: Read in Time Baseline Study

Figure aaa: Child Reading of Excerpt Grade 4

Did the Child Read the Excerpt?

Overall (N=507) 45 55

Odisha (N=138) 13 87

UP (N=369) 57 43

0% 20% 40% 60% 80% 100%

No Yes

• As with other indicators, we see a steady progression in the percentage of students who can read the excerpt provided. • In fact, in Grade 4, we see that the overall percentage of students who can read the excerpt exceeds 50%. • This increase is seen in both states. However, the percentages in Odisha remain far higher than in UP (87% vs. 43%). • There is some diversity in terms of district-wise performance in UP. In Balrampur, exactly 50% of students could read the text, while the percentages were lower in Bahraich (34%) and Shrawasti (46%). • Overall and in each district, boys were able to read the excerpt in greater proportion than girls. This discrepancy ranged from 1% to 8%.

Are students able to respond, in complete sentences, to questions based on a passage read by them?

Early Start: Read in Time Baseline Study

Figure bbb: Reading Comprehension Grade 4

Reading Comprehension Grade 4 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall (N=279) 16 9 43 32 UP (N=159) 23 1 51 26 (Factual)

Question I Question Odisha (N=120) 7 21 32 41 Overall (N=279) 22 8 45 26 UP (N=159) 29 2 58 11 (Factual)

Question II Question Odisha (N=120) 12 16 27 46 Overall (N=279) 28 11 42 19 UP (N=159) 37 4 51 8 Odisha (N=120) (Inferential)

Question III Question 17 19 31 33 Overall (N=279) 40 19 30 11 UP (N=159) 43 6 45 6 Odisha (N=120) (Inferential) 36 36 11 18 Question IV Question Overall (N=279) 41 21 29 10 UP (N=159) 44 6 42 9

Question V Question Odisha (N=120) (Inferential) 36 41 13 11

Very Low Low Medium High

• For the first time, in Grade 4 over half of the overall students sampled could actually read the excerpt provided (179 of 507). • However, looking at the chart above, we see that among those who were able to read, comprehension still remained a problem. As in earlier grades, the scores begin relatively high then decrease as questions progress. • Overall Odisha students perform better, but the gap is not so extreme (especially if we consider High and Medium scores). • In terms of gender, it seems boys scored slightly better in UP districts (although overall numbers were low in that location), and girls did slightly better in Odisha.

7.5 Reading Fluency

Did the students who could read the excerpt (total 279) display correct tone and gesture?

Early Start: Read in Time Baseline Study

Figure ccc: Tone and Gesture Grade 4

Tone and Gesture Grade 4

Overall (N=279) 34% 20% 29% 16%

Odisha (N=120) 48% 23% 17% 12%

UP (N=159) 24% 18% 38% 20%

0% 20% 40% 60% 80% 100%

No tone or gesture Read rarely with any tone and gesture letter by letter Read fluently with some tone and gesture Read fluently throughout with correct tone and gesture

• Unlike the previous indicator, tone and gesture of students does not seem to improve greatly, and remains a challenge for students in the sample. • Only 16% of all students were able to ‘read fluently throughout with correct tone and gesture’. • This seems to be a particular challenge for students in Odisha where the percentage remains low (12%). Did students who read the excerpt (total 279) recognize and correctly read punctuations?

Figure ddd: Use of Punctuations Grade 4

Use of Punctuation Grade 4

Overall (N=279) 27% 26% 28% 19% Odisha (N=120) 32% 28% 22% 19% UP (N=159) 23% 25% 33% 19%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No pause or recognition of punctuations

Read one word after the other without pausing at punctuations

Read one word after the other, pausing at punctuations but with no change in tone throughout excerpt Correct use of punctuations throughout the excerpt

• From the chart above, we can see that the scores are fairly similar across both locations.

Early Start: Read in Time Baseline Study

• As with tone and gesture, the use of punctuations does not improve much from Grade 1-4. In fact the overall rate appears to have decreased. • There was some diversity in results across UP districts. For example, 25% (16 of 64) received high scores compared to only 4% (2 of 53) in Shrawasti. • Overall and in every district, a greater percentage of boys received high scores than girls. At what rate are students able to read?

Figure eee: Rate of Reading Grade 4

Rate of Reading Grade 4

Overall (N=279) 28% 29% 44%

Odisha (N=120) 13% 26% 62%

UP (N=159) 38% 31% 30%

0% 20% 40% 60% 80% 100%

Less than 30 words per minute 31-50 words per minute >50 words per minute

• Rate of reading marks a return to the familiar trends. • We see that overall rate of reading >50 words per minute has increased from 33% in Grade 1 to 44% in Grade 4. • Also the rates are significantly better in Odisha than in UP. This means that the top performers in Odisha read faster than the top performers in UP.

Did the students who read the excerpt, read it correctly?

Early Start: Read in Time Baseline Study

Figure fff: Correct Reading Grade 4

Correct Reading Grade 4

Overall (N=279) 16% 16% 68%

Odisha (N=120) 6%4% 90%

UP (N=159) 23% 25% 52%

0% 20% 40% 60% 80% 100%

<50% read correctly 50-70% read correctly 80-100% read correctly

• This indicator shows some improvement across grades. Students in Grade 4 are able to read 80- 100% correct more often than those in Grade 1. The same is true for students who are able to read >50% correct. • Again we see that the top performers in Odisha score higher than those in UP. • No significant differences in between boys and girls were seen on this indicator.

Reading Fluency Key Findings  Overall we see a progression of students’ abilities to read the excerpt increase from Grade 1-4. In Grade 4, the proportion of students who could do so is over half.  However, we still see a large discrepancy between locations as almost all Odisha students can read the excerpt—87%, while only 43% of UP students were able to read it.  Other indicators within reading fluency did not improve as dramatically from earlier grades. In fact, several seem to be quite stagnated.  Among the students who successfully read the excerpt, Odisha students scored far better on rate of reading and correctness of reading. However tone & gesture as well as use of punctuation was equal or even slightly tipped towards UP. These two indicators seem to be problematic for students in both locations.

6.6 Independent Writing

When given a prompt, are students able to write a few sentences correctly?

Early Start: Read in Time Baseline Study

Figure ggg:Independent Writing Grade 4

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Overall 7.9 15.4 8.5 68.2

UP 8.7 6.8 6.3 78.2

Odisha 5.8 38.4 14.5 41.3

High (Wrote 5-6 grammatically correct sentence) Medium(Wrote 3-4 grammatically correct sentence) Low (Wrote 1-2 grammatically correct sentence) Extremely Low(No response/ Wrote 1 grammatically incorrect sentence)

Overall and State-wise Analysis

• Overall, almost 70% children cannot write 5-6 grammatically correct sentences on the suggested topic. • There are double the proportion students in Odisha as compared to UP who have written one or more grammatically correct sentence. There is no significant gender gap in Odisha. • On the other hand, in UP where the vast majority children who cannot write one grammatically correct sentence or did not attempt at all, scores for both boys and girls are bad, but those of girls are slightly worse. UP District Analysis

• In UP, Bahriach is lagging behind as evident from higher percentage of extremely low responses (87%) compared to other districts.

Early Start: Read in Time Baseline Study

8 Findings of Outcome Indicators

8.1 Understanding teacher’s gender sensitivity and skills on EGR

Gender Sensitivity Gender sensitivity is major gap in Indian society and it can have devastating impacts on education. Hence when we undertake the mission of educating children we must be mindful of this bias. In the baseline study this was gauged through a series of questions to teachers (some of them indirect), some observation of classroom methods, and school observation and teacher’s perception. The questions posed to probe teacher’s gender sensitivity are as follow:

a. Ask the teacher to recall and name 5 best students in his/ her class. The question was to posed so as to capture the natural response of the child and not necessarily as per the school records b. Has the teacher in last 3 months organized his/ her lessons plan where s/he has deliberately introduced subject of gender or gender roles? What was student’s response to such a lesson? c. How did the teacher imagine the academic and professional future of their male and female students to be depending on their respective intrinsic capabilities? a. According to teacher’s choice of ‘5 best students’ in their class, there were more who said girls than boys. In addition to this, there are also those who refrained from answering citing they cannot recall the names.

Table 22: Top five students

Overall UP Odisha Balrampur Bahriach Shravasti

% of First best 57 57 52 70 62 25 teachers selecting Second best 44 36 42 53 57 17 females to Third best 42 21 46 44 52 42 be top 5 children Fourth best 42 36 42 72 29 25 Fifth best 42 43 42 22 52 50

This is to say that on an average, a teacher is more likely to recall a female student’s name as the first best student of her class than otherwise. The percentage of girls falls in the following ranks. Shravasti has a sharply skewed results where females are not a choice unlike the other districts of UP. b. Lessons plan where s/he has deliberately introduced subject of gender or gender roles are:

Early Start: Read in Time Baseline Study

Table 23: Lesson plans that included gender

Overall UP Odisha Balrampur Bahriach Shravasti

% of teachers who have 50 48 57 40 59 44 included lesson plans

Those who responded ‘no’ to designing such lessons, were asked if they can include lessons based on gender sensitivity. The percentage of teachers who agreed to include the lesson plans are as follows:

Table 24: Agreed to include gender in a future lesson

Overall UP Odisha Balrampur Bahriach Shravasti

% of teachers who agreed 27 22 0 40 25 0 to include lesson plans

‘No response’ to the above question of introduction to gender based lesson indicates that the teachers have not considered such types of lessons and hence are grappling with what would be the sense of teaching such a topic. Of those who have responded yes, some lessons were designed around personalities like Rani Laxmi Bai, Jawaharlal Nehru and Mother Teresa and others around qualities like equality between genders, bravery, power in unity among girls and influence of education. Balrampur and Bahraich had more number of teachers who engaged with this subject of gender roles through tales of personalities as opposed to Shravasti where teachers engage students with help of qualities. Methods used to educate children on such lessons are:

Table 25: Methods on gender

% of Methods Overall UP Odisha Balrampur Bahriach Shravasti used Helping students 31 50 31 90 21 33 understand

Story telling 24 17 24 - 50 -

Explanation 10 - 10 - - -

Motivation 0 - 3 10 - -

Others 34 35 31 - 28 66

‘Others’ is sum of mention of rare cases of methods used like motivation, poems, through support material, and correct understanding. The methods applied in Odisha has a greater diversity than in One can say that a small number of teachers are willing and open to introduce lesson related to gender sensitivity. The responses of no and others are an indication of complete lack of concerted efforts towards

Early Start: Read in Time Baseline Study

the gender issues, either because it is so implicit that its practice seem usual or there is complete unawareness of the pressing issue. This is particularly the case in Odisha and Shrawasti.

The following graph depicts teacher’s predictability of student’s future based on what they perceive from their day to day interaction with the student and subjectivity built around the matter. The graph can be read as percentage of teachers who think all, or 1 to 15 or 16 to 30 of their students (boys and girls) will go for higher studies senior secondary and above.

Table 26: Predicted student achievement

Students All 1 to 15 16-30 No response Overall Boys 25.8 50.0 11.3 12.9

Girls 16.5 56.5 10.6 16.5

UP Boys 24.4 46.3 21.6 7.7

Girls 16.6 44.6 15.1 23.6

Odisha Boys 27 64 9 0

Girls 15 85 0 0

Balrampur Boys 30 45 15 10

Girls 30 35 30 5

Bahriach Boys 27.8 55.6 0 16

Girls 13.6 36.4 9.1 32

Shravasti Boys 6 19 38 38

Girls 27 27 18 27

Amongst the students who will attain higher education, the following graph gives what percentage of male and female students will attain what level of education as per the teachers.

Table 27: Highest student achievement

Students No Intermediate College University (in %) Response

Overall Boy 14 12 37 37

Girl 21 15 36 28

UP Boy 19 14 38 30

Girl 21 18 35 26

Odisha Boy 0 0 29 71

Early Start: Read in Time Baseline Study

Girl 7 0 43 36

Balrampur Boy 10 5 55 30

Girl 5 15 45 35

Bahriach Boy 9 30 39 22

Girl 27 27 27 18

Shravasti Boy 38 6 19 38

Girl 27 27 27 18

No response are cases of ‘don’t know’, ‘can’t say’, ‘anything they want’ and various ambiguous answers which indication that no thought has been put to this.

Teacher’s perceptions around the occupations the students will acquire after completing their education is as follows:

Table 28: Predicted future professions

Job/Naukari/Services Teacher Business Doctor Others

Overall Boys 22.6 19.4 8.1 8.1 43.5

Girls 19.2 20. 2.7 1.4 56.5

UP Boys 22 16 8 4 50

Girls 19 10 3 2 66

Odisha Boys 14 21 7 21 36

Girls 7 64 0 0 7

Others are individual cases of engineer, ‘anything they want to’, ‘IAS’ and so on. The responses indicate that the teachers respond in line with some common gender stereotypes. For instance, boys are predicted more likely than girls to become doctors and businesspeople. In UP, some teachers listed nurse (1.4%), beauty parlor (1.4%) and housewives (7.7%) as occupation fit for girls. Some of the stereotypes around roles ‘best suited’ for girls are being propounded here. Similarly, Odisha has 14% teachers who thoughts girls can be nurses as opposed and 5.5% of those who will do household work. Within UP the gender bias on perceptions around occupation girls and boys can take up are as follows: In Balrampur:

Early Start: Read in Time Baseline Study

Table 29: Predicted Professions in Balrampur

Occupation Naukari/ Teacher Business Others No Service response Average 25 0 18.8 31.2 25 boys %

Average 30 5 10 45 10 girls %

Others in cases of both boys and girls comprises of responses which are ‘there is no limit’ and ‘whatever they want to’. No instances of doctor, engineer, nurse et cetera was captured here. In Bahriach:

Table 30: Predicted Professions in Bahraich

Occupation Naukari/ Teacher Engineer Nurse Household Tailoring Others No Service work response

Average 35 30 10 0 0 0 15 10 boys %

Average 21.7 17.4 4.3 8.7 4.3 4.3 4.3 34.7 girls %

In Shravasti:

Table 31: Predicted Professions in Shrawasti

Occupation Naukari/ Teacher Engineer Defence Household Others No Service response Average 6 35 6 12 0 27 41 boys %

Average 6 6 0 0 19 25 43 girls %

Early Start: Read in Time Baseline Study

Early Grade Reading: The teaching processes and administration of those processes The below tables describe current pedagogies used in the languge classroom used by teachers. It appears that teachers used multiple methods such as reading the book, copying exercise, read aloud (one child reads and other follows)

Table 32:Teacher asks all students to read their books and does not pay attention to the class

Overall UP Odisha Balrampur Bahriach Shravasti

Yes 4 5 0 10 5 0

No 17 10 43 25 0 6

NA 79 84 57 65 95 94

Table 33:Teacher writes some questions/text on the blackboard and then asks students to copy. Teacher does not pay attention to the process.

Overall UP Odisha Balrampur Bahriach Shravasti

Yes 8 9 7 15 5 6

No 13 7 36 20 0 0

NA 79 84 57 65 95 94

Table 34: Teacher asks one student to read from the book line by line and asks others to follow; teacher does not pay attention to the class

Overall UP Odisha Balrampur Bahriach Shravasti

Yes 8 7 14 15 5 0

No 13 9 29 20 0 6

NA 79 84 57 65 95 94

Table 35: Tacher asks students to copy/write letters on the slate or notebook many times

Overall UP Odisha Balrampur Bahriach Shravasti

Yes 11 9 21 15 5 6

No 10 7 21 20 0 0

Early Start: Read in Time Baseline Study

NA 79 84 57 65 95 94

The teacher’s level of engagement with the students: Teachers across districts are ‘often’ engaged in their activities except Shravasti where it is only 50% who are engaged.

Table 36: Teacher is engaged in teaching activity

Overall UP Odisha Balrampur Bahriach Shravasti

Never 1 2 0 0 0 6

Rarely 3 3 0 0 9 0

Sometimes 25 28 14 20 23 44

Often 67 67 64 80 68 50

No 4 0 21 0 0 0 Observation

Table 37: Teacher is in the class but not teaching

Overall UP Odisha Balrampur Bahriach Shravasti

Never 72 76 57 80 73 75

Rarely 6 7 0 10 5 6

Sometimes 11 14 0 5 18 19

Often 3 3 0 5 5 0

No 8 0 43 0 0 0 Observation

Teacher is ‘never’ in class and not teaching in almost all districts.

Table 38: Teacher goes out of the class

Overall UP Odisha Balrampur Bahriach Shravasti

Never 57 55 64 60 64 38

Rarely 14 16 7 25 14 6

Sometimes 10 12 0 15 14 6

Early Start: Read in Time Baseline Study

Often 13 16 0 0 9 44

No 7 2 29 0 0 6 Observation

Teacher goes of the class happens most ‘often’ in Shravasti.

Table 39: Teacher tries to manage teaching in another classroom

Overall UP Odisha Balrampur Bahriach Shravasti

Never 58 71 7 80 91 31

Rarely 15 12 29 5 5 31

Sometimes 19 17 29 15 5 38

Often 7 0 36 0 0 0

In Odisha, teacher tries to attend to teaching in another class more ‘often’ while this practice is absent in UP.

Table 40:Teacher encourages quiet/shy students to participate

Overall UP Odisha Balrampur Bahriach Shravasti

Never 43 52 7 25 50 88

Rarely 13 14 7 15 23 0

Sometimes 21 21 21 40 18 0

Often 15 12 29 20 9 6

No 8 2 36 0 0 6 Observation

Teacher’s encouragement to shy/ quite students is least in case of ‘Shravasti’.

Table 41:Teacher ensures seating arrangement is comfortable

Overall UP Odisha Balrampur Bahriach Shravasti

Never 29 33 14 50 32 13

Rarely 6 7 0 5 14 0

Sometimes 10 10 7 0 23 6

Often 50 50 50 45 32 81

No 6 0 29 0 0 0 Observation

Early Start: Read in Time Baseline Study

Teachers mostly ensure that the seating arrangement is comfortable.

Table 42: Teacher ensures children engage in reading activities

Overall UP Odisha Balrampur Bahriach Shravasti

Never 22 14 57 15 18 6

Rarely 10 12 0 20 14 0

Sometimes 15 19 0 15 27 13

Often 43 53 0 50 36 81

No 10 2 43 0 5 0 Observation

Teachers’ often engages children in reading activities, the situation is reversed in Odisha where the teachers never ensure it.

Table 43: Teacher language is gender-sensitive

Overall UP Odisha Balrampur Bahriach Shravasti

Never 36 34 43 35 59 0

Rarely 1 2 0 0 0 6

Sometimes 1 0 7 0 0 0

Often 54 62 21 65 36 94

No 7 2 29 0 5 0 Observation

Teacher language is often gender sensitive although the situation of 59% teacher never using gender sensitive language in Bahriach is worrisome.

Table 44: Teacher language is caste-sensitive

Overall UP Odisha Balrampur Bahriach Shravasti

Never 38 33 57 35 55 0

Rarely 1 2 0 0 0 6

Sometimes 3 3 0 0 5 6

Often 47 59 0 65 32 88

No 11 3 43 0 9 0 Observation

Teacher’s language is often gender sensitive although the situation of 59% teacher never using gender sensitive language in Bahriach is worrisome.

Early Start: Read in Time Baseline Study

Table 45: Teacher language is easy to understand

Overall UP Odisha Balrampur Bahriach Shravasti

Never 7 3 21 10 0 0

Rarely 92 97 71 90 100 100

Sometimes 1 0 7 0 0 0

Teacher’s language is ‘rarely’ easy to understand.

Table 46: Teacher uses the language of the children

Overall UP Odisha Balrampur Bahriach Shravasti

Sometimes 7 3 21 10 0 0

Often 92 97 71 90 100 100

No 1 0 7 0 0 0 Observation

As opposed to the ease of understanding teacher’s language, teachers ‘often’ use language of the children and the voice is clear and audible.

Table 47: Teacher voice is clear and audible

Overall UP Odisha Balrampur Bahriach Shravasti

Sometimes 6 2 21 5 0 0

Often 92 98 64 95 100 100

No 3 0 14 0 0 0 Observation

CLASROOM Envrionment And practice related to Leaning: It was found that mosthly teachers are not using any matearil while teaching even if it existed in the classroom. They hardly used any materials apart from blackboard, infact mostly children were conducting the activities while teacher was busy in other work. Teacher sometimes use library books in Odisha while it is minimal in Uttar Pradesh. In both the states, most teachers never create and use print rich environment for classroom transaction.

Table 48: Teacher uses teaching/learning materials other than blackboard and textbooks

Overall UP Odisha Balrampur Bahriach Shravasti

Early Start: Read in Time Baseline Study

Never 63 74 14 90 55 81

Rarely 3 2 7 0 5 0

Sometimes 15 7 50 5 9 6

Often 15 17 7 5 32 13

No 4 0 21 0 0 0 Observation

Table 49: Teacher uses library books while teaching

Overall UP Odisha Balrampur Bahriach Shravasti

Never 72 86 14 90 77 94

Rarely 1 2 0 5 0 0

Sometimes 11 3 43 5 5 0

Often 8 9 7 0 18 6

No 7 0 36 0 0 0 Observation

Use of teaching material is low, in case of both black boards and library books.

Table 50: Teacher creates and uses print rich materials in classroom transaction

Overall UP Odisha Balrampur Bahriach Shravasti

Never 83 98 21 100 100 94

Rarely 3 0 14 0 0 0

Sometimes 1 0 7 0 0 0

Often 3 2 7 0 0 6

No 10 0 50 0 0 0 Observation

Use of print rich material is negligible in classes and is absent in UP.

Table 51: Materials are used by girls

Overall UP Odisha Balrampur Bahriach Shravasti

Never 72 88 7 70 100 94

Sometimes 8 0 43 0 0 0

Often 3 2 7 0 0 6

Early Start: Read in Time Baseline Study

No 17 10 43 30 0 0 Observation

Table 52: Materials are used by boys

Overall UP Odisha Balrampur Bahriach Shravasti

Never 74 90 7 70 100 100

Sometimes 8 0 43 0 0 0

Often 1 0 7 0 0 0

No 17 10 43 30 0 0 Observation

The materials are neither used by boys or girls.

Level of Teacher’s engagement with children: The result shows that over 50 percent teachers often engage with children during classroom processes. This percent is almost similar for both boys and girls

Table 53: Teacher engages with boys

Overall UP Odisha Balrampur Bahriach Shravasti

Never 3 2 7 0 5 0

Rarely 3 3 0 0 0 13

Sometimes 19 16 36 30 5 13

Often 65 69 50 70 64 75

No 10 10 7 0 27 0 Observation

Table 54: Teacher engages with girls

Overall UP Odisha Balrampur Bahriach Shravasti

Never 3 2 7 0 5 0

Rarely 4 5 0 5 0 13

Sometimes 18 14 36 25 5 13

Often 65 69 50 70 64 75

Early Start: Read in Time Baseline Study

No 10 10 7 0 27 0 Observation

The engagement is same with both boys and girls. Teacher often engages with both.

Table 55: Teacher approaches girls to offer assistance

Overall UP Odisha Balrampur Bahriach Shravasti

Never 65 79 7 60 82 100

Rarely 6 5 7 15 0 0

Sometimes 13 7 36 20 0 0

Often 10 7 21 0 18 0

No 7 2 29 5 0 0 Observation

Most of the teachers never offer assistance to students.

Table 56: Teacher moves around the classroom

Overall UP Odisha Balrampur Bahriach Shravasti

Never 26 33 0 25 41 31

Rarely 8 5 21 5 9 0

Sometimes 31 38 0 50 14 56

Often 32 24 64 20 36 13

No 3 0 14 0 0 0 Observation

Techer having Knowledge and Skills relatd to Early Grade Reading

The results show that teachers are sensitivity to children’s needs and local cultures when planning instruction, teachers in Odisha mentioned that they take into account the needs of children by including activities that meet their social, emotional, physical, and affective needs. While, teachers in Uttar Pradesh rarely thought about children needs. Teachers were asked to rate themselves on their beliefs and reading practices. The results are given below: Table 57: Needs of children

Early Start: Read in Time Baseline Study

Overall UP Odisha Balrampur Bahraich Shravasti

Always 19 0 68 0 0 0

Most of the time 9 0 32 0 0 0

Sometimes 5 5 0 0 4 12

Rarely 39 55 0 50 75 41

Never 28 39 0 50 21 47

• I use a variety of pre-reading strategies with my students.

Table 58: Using Pre-reading strategies with students

Overall UP Odisha Balrampur Bahraich Shravasti

No response 4 5 0 5 4 6

Always 11 0 39 0 0 0

Most of the time 9 0 32 0 0 0

Sometimes 19 16 29 15 25 9

Rarely 28 40 0 45 33 41

Never 28 39 0 35 38 44

• I ask the parents of my students to share their time, knowledge, and expertise in my classroom.

Table 59: Ask parents to participate

Overall UP Odisha Balrampur Bahraich Shravasti

Always 12 13 13 25 13 3

Most of the time 11 3 32 5 4 0

Sometimes 29 27 35 25 33 24

Rarely 18 21 10 20 13 29

Never 29 36 10 25 38 44

• Reading instruction should always be delivered to the whole class at the same time.

Table 60: Instruction to whole class at same time

Overall UP Odisha Balrampur Bahraich Shravasti

Early Start: Read in Time Baseline Study

Always 9 7 16 0 17 3

Most of the time 33 23 55 20 21 29

Sometimes 5 8 0 15 8 0

Rarely 33 41 16 45 42 35

Never 20 22 13 20 13 32

The teachers believed that grouping of children reading instruction should be as per abilities while only a few agreed that it shold be mix of different abilities to ensure that children get support from their peers. The resonses vary state wise where Teachers from Odisha gave positive response while only 41 teachers ( Uttar Pradesh) were in agreement of the same. In fact teachers do not use any grouping pattern in Uttar Pradehs. About 55 percent teachers in Odisha either always or sometimes used variety of grouping patterns to teach reading.

Table 61: Different abilitiy levels

Overall UP Odisha Balrampur Bahraich Shravasti

No response 1 1 0 0 0 3

Strongly disagree 11 12 6 5 17 15

Disagree 32 41 10 55 21 47

Undecided 4 6 0 0 17 0

Agree 33 34 35 35 46 21

Strongly Agree 19 7 48 5 0 15

• I use a variety of grouping patterns to teach reading such as skill groups, interest groups, whole groups, and individual.

Table 62:Variety of grouping patterns

Overall UP Odisha Balrampur Bahraich Shravasti

Always 10 1 32 0 0 3

Most of the time 9 4 23 5 0 6

Sometimes 29 27 39 30 33 18

Rarely 29 41 0 40 42 41

Never 22 27 6 25 25 32

• Most teachers agree that children should be doing writing to enforce reading skills. The response on this belief was high in both the states.

Early Start: Read in Time Baseline Study

Table 63: Importance of writing

Overall UP Odisha Balrampur Bahraich Shravasti

Strongly 3 0 10 0 0 0 disagree

Disagree 3 3 3 0 8 0

Undecided 6 7 0 0 13 9

Agree 66 72 52 75 67 74

Strongly 23 18 35 25 13 18 Agree

• Most teachers believe that parental reading habits in the home affect their children's attitudes toward reading.

Table 64: Parental reading habits

Overall UP Odisha Balrampur Bahraich Shravasti

Disagree 5 6 0 5 8 6

Agree 53 52 61 65 46 44

Strongly Agree 42 42 39 30 46 50

Use of appropriate teaching plans that promotes reading The following areas were probed into when assessing the teacher’s plan to promote reading. The teachers self-assessed their teaching methodology and their responses are as follows:

• When planning instruction, I take into account the needs of children by including activities that meet their social,

Table 65:Meeting social and cultural needs

Overall UP Odisha Balrampur Bahraich Shravasti

Always 19 0 68 0 0 0

Most of the time 9 0 32 0 0 0

Sometimes 5 5 0 0 4 12

Rarely 39 55 0 50 75 41

Never 28 39 0 50 21 47

The responses are inversed in UP and Odisha, while children’s concerns are taken into consideration in Odisha, UP teachers rarely take it into consideration.

Early Start: Read in Time Baseline Study

• Students should be treated as individual learners rather than as a group.

Table 66: Students treated as individual

Overall UP Odisha Balrampur Bahraich Shravasti

No response 5 6 0 5 4 9

Strongly disagree 6 2 19 5 0 0

Disagree 19 14 29 5 13 24

Agree 45 54 29 70 50 41

Strongly Agree 25 25 23 15 33 26

Overall teachers ‘agree’ to the practice of treating children as an individual learner than as a group. Maximum teachers have opined to agree with it, its worth noting that the percentage of reduces from agree to disagree to strongly disagree. Despite, positive belief of teachers, only 39 percent teachers in Uttar Pradesh and Odisha prepared a lesson plan. In terms of quality of lession, teachers prepared lesson plan was for a day not even week. This percentage was higher in Odisha than Uttar Pradesh.

Table 67: Teacher has a lesson plan

Overall UP Odisha Balrampur Bahriach Shravasti

Yes 39 34 57 5 68 25

No 61 66 43 95 32 75

Table 68: Duration of teaching plan

Overall UP Odisha Balrampur Bahriach Shravasti

For the Yes 31 22 64 5 36 25 day No 69 78 36 95 64 75

For the Yes 13 10 21 5 23 0 week No 88 90 79 95 77 100

For the Yes 7 5 14 5 9 0 month No 93 95 86 95 91 100

39% teachers have a lesson plan, and the plans are mostly for day and rarely for week or month.

• The plan book has learning objective and processes.

Table 69: The plan has leaning objectives and processes

Overall UP Odisha Balrampur Bahriach Shravasti

100

Early Start: Read in Time Baseline Study

Yes 29 24 50 5 55 6

No 71 76 50 95 45 94

Given that the planning is low, planning of learning objectives along with processes is ever lower.

Children Reading Assessment Mechanims: Use of appropriate tools and recording

Over all, 92 percent teachers in Uttar Pradesh and 84 percent teachers in Odisha believed that major purpose of reading assessment is to understand whether children have mastered the varna mala.

Table 70:Purpose of reading assessment

Overall UP Odisha Balrampur Bahraich Shravasti

Strongly disagree 2 0 6 0 0 0

Disagree 8 8 10 10 8 6

Agree 59 65 48 75 71 50

Strongly Agree 31 27 35 15 21 44

Most of the teachers ‘agree’ that reading assessment comprises of children mastering varna mala. However, only 58 teachers in Odisha assessed students reading level by by creating text from children’s own experiences. None of the teachers in Uttar Pradesh did that. And only, 24 percent of teachers in Uttar Pradesh and 43 percent in Odisha keep record of each student's learning level.

Table 71:Creating lessons from children's own experiences

Overall UP Odisha Balrampur Bahraich Shravasti

Always 6 0 23 0 0 0

Most of the time 10 0 35 0 0 0

Sometimes 22 18 35 25 17 12

Rarely 25 35 0 30 42 32

Never 37 48 6 45 42 56

Table 72: Teachers record learning levels

Overall UP Odisha Balrampur Bahriach Shravasti

Yes 28 24 43 15 45 6

No 72 76 57 85 55 94

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A very low perecent of teachers update students learning records and some teachers also keeps continuous record of learning levels of student. This percentage is higher in Odisha than Uttar Pradesh

Table 73: Learning records are updated

Overall UP Odisha Balrampur Bahriach Shravasti

Yes 22 19 36 0 50 0

No 78 81 64 100 50 100

Table 74: Record is continuous

Overall UP Odisha Balrampur Bahriach Shravasti

Yes 21 17 36 0 45 0

No 79 83 64 100 55 100

8.2 Understanding Classroom Environment

The strategy intends to facilitate creation of a school space that promotes learning and equitable environment for all children. The planned intervention would engage with schools through working with teachers, head teachers and educational functionaries to ensure that they develop schools that has following attributes.

• School provides a caring, and physically and emotionally safe atmosphere for all children • School and classrooms are sensitive to social, cultural and linguistic differences of children • School provides non-threatening expression spaces for teacher- child, child-child, teacher–teacher for dialogue, openness and sharing • School creates opportunities and forums to enhance children confidence, self-image etc. • School provides various opportunities for shared learning through various kind of peer grouping (pairs, small groups, mixed ability grouping), as well as opportunities for independent work by the child. • School provides a stimulating print rich environment, also created by children for children with support from teachers • School provides a welcome space for parents and community in the classroom. In order to ensure change at the level of school with above characteristics, the following indicators would be impacted and tracked:

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Table 75: Classroom and School Environment Assessment

Classroom and School Environment

Indicators Details

• teacher and children participate in the classroom process without any fear or hierarchy

• balanced literacy methods are adopted by teacher for language Use of child centric, teaching and reading instructions to early learners subject specific • children are taught in small groups, through activities and peer appropriate instruction learning methods methods • language instruction class uses reading resources created from the local context of the learner

• use of mother tongue as part of language instruction but introduction to second language gradually • teachers demonstrate to children through modelling as part of language instruction • the instruction focuses on different language competencies simultaneously as part of daily instruction • the time on task for children is optimally planned as part of language instruction • teacher assesses child learning progress regularly in each grade.

Teaching Interaction • classrooms value the individual identity of the learner pattern • the classroom interaction uses the existing diversity in the classroom as a resource

• the classroom processes will try to provide an equitable environment for differential learning needs of diverse learners

Availability of platforms • Having fear free platforms for children and teachers to for students to express democratically participate, express and share (morning assembly, extra –curricular activities, school committees, sport activities)

Availability of time table • Having a planned time table for every grades with dedicated teacher assigned

• Time table having dedicated time for language instruction- with clarity on number of hours per day, in a week

Availability of Class • Availability of teaching plan for respective grades and is used specific Teaching plan appropriately • Class timetable having provision for dedicated time for children to

read on their own • Availability and use of reading resources for students – (library , reading corners) • reading resources are appropriate to the level and interest of the children, • reading resources address the different grades specific requirement

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• reading resources are bilingual, multilingual, uses mother tongue of the learner • reading resources relates to the immediate context of the learner • reading resources are accessible to children • reading resources are sufficient in number • reading resources are used by teachers to be used as part of teaching learning process

Classroom having Print • children materials is displayed on the wall and in the rooms rich environment • reading material is displayed at the appropriate height (reachable to students)

• variety of reading materials exists in the school and classroom • resources created from the immediate context, with support from community • print rich environment is effectively used by teachers as part of language instruction

classroom processes will • corporal punishment will not be adopted as a way to discipline the be gender sensitive classrooms • ways of disciplining will be jointly evolved collaboratively by

children and teachers through mutual consensus • rewards and motivation will be directed towards intrinsic motivation of the learner • the interaction pattern would encourage a participative collaborative culture rather than a competitive culture

Tools and Techniques

This section gives a status observation of various teaching methodologies and practices by teachers. A classroom observation assessment tool was used wherein 58 teachers were observed. The classroom observation assessed the teachers teaching practices and child participation viz a viz the following category of tools

• Instruction Teaching Methods – consisting of Explain/ lecture & questioning, guided discussion, role play, games played while sitting and group work. • Specific instruction methods adopted for reading including Read Aloud, Peer Reading, Self/ Independent reading, oral activity • Any Other methods

Table 76: Distribution of Teaching Methodologies

Teaching Methodologies Observed

Total UP UP-District Orissa

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Early Start: Read in Time Baseline Study

Teaching Over All Methodologies (in percentages) Over All Balrampur Bahraich Srawasti District-Mayurbanj

Explain/Lecture/ Questioning Method 70.8 85.0 90.9 18.8 78.6 69

Guided Discussion method 20.8 0.0 40.9 0.0 42.9 15.5

Role Play Method 5.6 0 0.0 0.0 0.0 28.6

Games Played while sitting 5.0 0.0 0.0 14.3 4.2 1.7

Group Work 22.2 12.1 10.0 22.7 0.0 64.3

Read Aloud 75.0 70.7 80.0 86.4 37.5 92.9

Peer Reading 23.6 13.8 0.0 31.8 6.3 64.3

Self/Independent Reading 37.5 20.0 31.8 31.3 78.6 27.6

Oral activity 48.6 44.8 60.0 54.5 12.5 64.3

Other Method 20.8 15.5 35.0 4.5 6.3 42.9

The table clearly shows that the most commonly used teaching methods are Explain/ Lecture method and Read aloud method as observed in 70.8% and 75% schools respectively across UP and Odisha. The least common being games played while sitting and role play which was observed in 4% and 5% schools respectively across the states. Uttar Pradesh In total 58 teachers were observed in UP among 3 districts of Balrampur, Bahraich and Srawasti. Here the most common method has been the lecture method with 81% school teachers using the same. Second being the read aloud method with 71% school teachers were observed using this method. Hence the teaching methods used here are more traditional. Least common method is the games playing while sitting with only 2 % teachers were observed using the method. Role play technique was not observed in any of the schools in UP across all the three districts. Among the districts, Shrawasti appears to be a concern where in the most common and traditional method of teaching (lecture) is observed among 18% school teachers. The majority of the teachers were observed to be using “read aloud” and “Independent reading” technique. Odisha In Odisha the teachers are more experimental as all the teaching tools were observed to be used by teachers in varying degrees. The majority of the teachers (92%) were observed using read aloud method followed by Independent reading and lecture method as observed for 78% of the teachers. It is interesting to note that the teachers are experimenting with more innovative techniques of teaching as we see 64% teachers using

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peer reading and group work method. Over 42% teachers were observed to be using the guided discussion method. Methods, techniques and Children’s Participation The table above has given us a clear picture of the different teaching methodologies being used by teachers across all districts. Further discussion into the technique of the tools applied and children’s participation in response to the teaching methodology gives us an in depth understanding of the gaps in teachers capacity and understanding and also triangulates the effectiveness of the tool with children’s responses. The most prominent and common methods will be discussed below in descending order of its popularity among all the districts. Read Aloud Method

Table 77: Distribution of Read Aloud Method

Read Aloud Method (in Odisha percentages) Overall/ UTTAR PRADESH District UP Tota Ove Balrampu Bahraic Shrawast Mayurbhan Teacher Observation l r all r h i j Teacher reads out to children 75 86 38 93 74 69 Teacher ensures children are 45 64 25 57 holding books properly 49 47 Teacher models reading in terms of appropriate expression, punctuation 35 36 19 78 and flow of the text 40 31 Teacher creates opportunity for 55 77 19 0 students to read out. 43 53 Teachers provide students 80 73 19 79 opportunity to read aloud. 64 60

Taking the total picture we see Read Aloud is the most used technique across all districts. To understand the practice of this tool further it was observed that 74% and 64% teachers demonstrate reading aloud and also give students opportunity to read aloud in the class respectively. While 49% teachers ensure that the student are holding the book properly. Uttar Pradesh Understanding the state and district wise variation we see that in UP, 66% teachers are observed to be reading aloud to students. 50% teachers only provide opportunities to students to read. Where appropriateness of reading is concerned a small 30% teachers model reading with apt diction, tone, expression and punctuation. If we see among the 3 districts in UP, majority of the teachers practice reading aloud and do provide opportunity for students to read. Excepting of Shrawasti district where percentage of teachers practicing the same is as low as 19%.

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Balrampur: 80% and 75% teachers provide opportunity for students to read and they themselves use the technique respectively. However where appropriate reading is concerned only 35% teachers were observed to be reading with expression, punctuation and flow of the text. Bahraich: 86% teachers read aloud to students, 77% actually create opportunities for students to read respectively. Thus, making deliberate efforts for children to read. Only 36% teachers read aloud with expression and flow. Also among the districts, maximum number of teachers (64%) were found instructing students to handle the book correctly while reading. Shrawasti: 38% of teachers being the highest number among all indicators were observed to read aloud in class and only 19% were observed to read with expression and punctuation. The practice of encouraging students to read appears to be rare as only 19% teachers were observed doing this. Odisha In Odisha, Mayurbhanj district, over 93% teachers are reading aloud to students and very encouragingly 79% teachers were observed to be reading with expression, punctuation and flow of the text. 79% teachers were also observed to be providing reading opportunities to the students.

Table 78: Distribution of Students Reading Fast

Student Observations Response Balrampur Bahraich Shrawasti Mayurbhanj Students shows example to Few 5.0 13.6 0.0 7.1 teacher by reading fast Some 10.0 13.6 18.8 0.0 Most 45.0 54.5 18.8 42.9 All 20.0 4.5 0.0 35.7 *This table only shows results for classrooms where methods were actually implemented

While understanding student participation we see that a maximum of 55% of teachers sessions, the majority of the children were found to be reading fast. Lecture/Explain/Question Method

Table 79: Distribution of Lecture/Explain/Question Method

Lecture Method (in percentage) Uttar Pradesh Odisha UP Mayurbhanj Teacher Observation Total Overall Balrampur Bahraich Shrawasti Teacher asks questions in between to know whether students are following 63 62 75 86 6 64 Teacher uses examples or illustrations to explain the concept. 57 55 55 77 13 64 Teacher maintains eye contact with students. 63 64 80 91 6 57 Teacher asks close ended question. 38 31 25 55 6 64 Teacher asks open ended questions. 38 31 75 14 0 64 Teacher provides enough time to students to 75 73 13 64 formulate an answer 58 57 Teacher listens to students answer 63 62 80 82 13 64

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In total the teachers show a moderate performance in the tool most applied. Only 63% teachers are maintaining eye contact and listen to students answers. While 61% checks to know if the students are following the subject. A little over 50% teacher give time for students to answer or explain with illustrations. Uttar Pradesh Overall data shows that a little over 50% teachers have demonstrated the quality of asking questions in between to check the understanding of students, gives enough time for students to answer, maintains eye contact with students while teaching and listens to students answers. Balrampur: 80% teachers are engaging with students through eye contact and listen to students answers. while 75% teachers are giving time for students to answer, and check with students with questions while teaching. It is admirable to note that 75% teachers are using open ended questions. Bharaich: Over 80%-90% teachers are engaging with students through questions, listening to students while they answer, maintaining eye contact. But only 14% teachers are asking open ended questions. Shrawasthi: In Shrawasthi, a very low percentage of teachers (6%- 13%) are engaging with students. Odisha In Mayurbhanj: we see a uniformity in the technique of teaching among the teachers. 64% teachers are engaging with students. They maintaining eye contact, asking questions to students while teaching, asking open ended and closed ended question to check their understanding, and listening to students while they answer.

Table 80: Distribution of Student Observation

Student Observation Student Observation Response Balrampur Bahraich Shrawasti Mayurbhanj Few 0.0 4.5 0.0 7.1 Students listen to lecture. Some 10.0 13.6 0.0 0.0 Most 50.0 59.1 18.8 50.0 All 25.0 13.6 0.0 21.4 Few 25.0 40.9 12.5 7.1 Students ask questions if not Some 15.0 27.3 0.0 28.6 understood. Most 5.0 13.6 0.0 0.0 All 5.0 0.0 0.0 7.1 Few 15.0 31.8 12.5 7.1 Students respond to open ended Some 25.0 18.2 0.0 14.3 questions Most 5.0 9.1 0.0 35.7 All 20.0 0.0 0.0 14.3 Few 10.0 40.9 6.3 7.1 Students respond to close ended Some 5.0 4.5 6.3 0.0 question Most 10.0 18.2 0.0 35.7

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All 10.0 0.0 0.0 14.3

While children’s participation is a direct indicator to the effectiveness of the teaching methodology - how interesting they are finding their class and subject. The table measures if all the children are seen responding and engaging during the class. The traditional lecture method seems to have brought very low level of participation from the students. In Balrampur, UP only 10%-25% teachers sessions that the all the children were found to be listening, responding to open ended question while in only 5% Teachers sessions did all children asked question if required. Similarly, In Mayurbhanj, Odisha only 14 % teachers sessions could generate complete participation from students. Here also we observe that only 7% teachers sessions did all children participate in asking questions if not understood.

Oral Activity Method

Table 81: Distribution of Oral Activity Method

Oral Activity Odisha Overall/ UTTAR PRADESH District UP Teacher Observation Total Overall Balrampur Bahraich Shrawasti Mayurbhanj Teacher does oral activity with children (poem, stories, 44 40 60 41 13 64 conversation) Teacher chooses oral activity content based on/taken from 29 26 30 32 13 43 children real life experiences Teacher interacts in mother tongue 36 43 55 55 13 7 of the child Teacher links the oral activity to a 36 29 35 41 6 64 written text

The 3rd most common tool in practice has been the “oral activity”. The total scenario tells us that 44% teachers are observed to be conducting oral activity with children through stories, poems and conversations. While 36% are interacting with children in their mother tongue and link oral activity with written test. Only 29% teachers choose oral activity based on examples from children’s real life experiences. Uttar Pradesh The overall scenario in UP tells us that 41% teachers are interacting in the children’s mother tongue. While the discussions based on children’s life experiences is being practised by only 25% teachers. While looking into the district wise variations we see that teachers in Bahraich are using the oral activity tool more creatively than the teachers in Balrampur and Shrawasti. Where Teacher chooses oral activity content based on/taken from children real life experiences is concerned 32% teachers are observed using this technique- this being highest among the 3 districts of UP followed by 30% in Balrampur and a low of 13 % in Shravasti. 55% teachers were observed to be interacting in the child’s mother tongue for both Balrampur and Bahraich. 41% teachers in Bahraich are using poem, conversations as oral activity and also linking with written activity.

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Odisha In Odisha- Mayurbhanj, a high of 64% teachers are observed to be carrying out oral activity with children and also linking them with the written activity respectively. 43% of teachers (highest across all districts) as observed to be choosing oral activity based on the life experience of the children. Only 7% teachers were observed to be using childrens mother tongue as medium for oral activity. We can assume that most of the teaching instruction is carried out in the respective medium of the school.

Table 82: Student Observation during Oral Activity

Student Observation during Oral Activity Student Observation Response Balrampur Bahraich Shrawasti Mayurbhanj Few 0 9 6 0 Students actively Some 5 5 0 14 participate in oral activity Most 30 23 6 36 All 25 18 0 14 Few 0 0 0 29 Students use their mother Some 10 5 0 14 tongue Most 20 18 6 7 All 30 32 6 0 Few 5 5 6 0 Students use medium of Some 10 5 0 0 instruction Most 20 23 6 29 All 20 18 0 36

The student observation for oral activity tool shows that most students actively participated in the class. Students in UP prefer to use mother tongue while oral activity interactions in comparison to students in Odisha majority of whom were observed using medium of instruction for oral activity. This corroborates with the table above wherein teacher interaction in students mother tongue is as low as 7%. Independent Reading Independent Reading provides students time to practice and enjoy reading with text of their choice. It provides the essential time to practice reading skills and become more adept in applying these skills in a more varied context.

Table 83: Independent Reading Method

Distribution of Independent Reading Method Independent Reading Uttar Pradesh Odisha Tota Over Balrampu Bahraic Shrawast Mayurbhan Teacher Observation l all r h i j

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Early Start: Read in Time Baseline Study

Teacher provides time for 20 23 31 71 independent reading 33 24 Teacher allows students to choose books of children's 15 14 31 21 interest 19 19 Teacher helps students who 15 27 13 64 struggle to read 28 19

The total picture shows that 33% and 27% teachers provide time for independent reading and also support students who struggle to read respectively. A very percentage of teachers (19%) allow children to choose books of children’s interest. Uttar Pradesh The overall picture of UP state shows a very low application of independent reading techniques. While one forth (25%) teachers provide time for independent reading, only 18% and 20% help students who struggle to read and allow books of children’s choice. We can clearly say that the supportive role of teachers in promoting reading is very low. Balrampur shows a lowest application of the independent reading techniques among the 3 districts in UP. In Bahraich while the teachers are encouraging independent reading among students, very low number of teachers (15%) allow children to choose their books. Thus we can denote that there is lack of conceptual clarity among teachers on the application of the tool. Odisha In Mayurbhaj, Odisha shows a much better performance among all the districts with 71% teachers encourage independent reading technique in the classroom and 64% were observed to be supporting children struggling to read. A 21% teachers (being the highest among all districts) were found to be allowing children to choose books for reading.

Table 84: Distribution of Student Participation in Independent Reading Method

Student Observation during Independent Reading Method Student Observation- Independent reading Response Balrampur Bahraich Shrawasti Mayurbhanj Few 0.0 9.1 0.0 7.1 Students were engaged in Some 5.0 4.5 6.3 28.6 independent reading Most 10.0 4.5 25.0 21.4 All 5.0 9.1 0.0 7.1 *This table only shows results for classrooms where methods were actually implemented

Where children’s participation is concerned it shows that in very low number of teachers all children were found engaged in independent reading across all districts. Peer Reading Peer Reading is a technique that provides opportunities for students to share a common reading experience with their peers or teachers. Through this method, the teacher models proficient reading, and students are provided opportunities to practice together.

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Table 85: Distribution of Peer Reading Method

Peer Reading Peer Reading Total Uttar Pradesh Odisha Teacher Observation Mayurbhanj Teacher makes peer grouping 10 3 36 The groups are made in a way that one child can help the other one to read 14 3 57

Teacher ensures students are reading out 13 5 43 to each other Teacher helps children who struggle in 19 10 57 reading

The data shows that peer reading method is used in 2 districts only namely Bahraich and Mayurbhaj districts of UP and Odisha respectively. The total picture shows a very low application of its techniques by the teachers across the districts and states. Only 10% teachers make peer groups and 19% teachers were found to be helping children who struggle in reading. Uttar Pradesh The Bahraich district in UP shows a very low application of this technique. Only 9 % teachers make peer groups and ensure that one child can help the other one to read. 27% teachers were found helping children who struggled to read. Odisha A good 57% teachers were observed to make groups that would ensure one child supporting the other and also teacher supporting the children who struggle to read. Over 43% teachers ensure that children are reading out to each other. One can safely suggest that teachers in Odisha were supportive and encouraging.

Table 86: Distribution of Participation in Peer Reading Method

Student Participation in Peer Reading Method Student Observation Response Bahraich Mayurbhanj

Few 5 7

Students are engaged in Peer Reading Some 5 0.0 (percentage) Most 14 43

All 5 14

*This table only shows results for classrooms where method was actually implemented

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The table above shows that in 14% and 43% teachers sessions in Bahraich and Mayurbhanj respectively most children were found to be engaged. Where complete participation of children is concerned, it was low as 5% and 14% teachers sessions in Bahraich and Mayurbhnaj respectively. Group Work Method

Table 87:Distribution of Group Work Method

Group Work UP Overall/ District Odisha

Teacher Observation (in Total Over percentage) (%) all Balrampur Bahraich Mayurbhanj Teacher forms small group. 15 5 10 5 57

Teacher forms mix group (girls 15 9 5 18 43 and boys).

Teacher gives instructions for 19 10 5 23 57 group work

Teacher helps students 18 10 0 23 50 whenever requested

Teacher consolidates/sums up 15 7 0 14 50 the learning of group.

Group work was found to be used by 22% teachers across all states. While discussing the techniques used under this method we see that a small no of teachers 15% are making small groups and mixed groups of boys and girls. 19% teachers were found to give instructions and helping students when asked. 14% teachers were found to be summing up and consolidation for the learning group. Uttar Pradesh

Table 88: Distribution of Student Participation in Group Work Method

Student Observation Response Balrampur Bahraich Mayurbhanj

Majority of students worked in <10 mints 50.0 80.0 22.2 their group for 11-20 mints 0.0 20.0 66.7

> 20 mints 50.0 0.0 11.1

How many students were Few 0.0 4.5 0.0 engaged in group work Some 5.0 0.0 0.0

Most 0.0 13.6 35.7

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All 5.0 4.5 7.1

*This table only shows results for classrooms where methods were actually implemented

Overall status of UP show that 7 % teachers are forming small groups and are summarising the learning of the group. While, 11%-14% are giving instructions to the group and are also helping students whenever requested. Among the districts in UP this method was being used by teachers in Balrampur and Bahraich. Of which Bahraich appears to be performing better than Balrampur. Even though the teachers in Bahraich are giving instructions to students and supporting them with their queries, but the closure session or the summarising technique of the group work is recorded low. Odisha The data for Mayurbhanj in Odisha shows a consistency in the practice technique of group work methodology. Over 50% teachers have demonstrated all the enlisted techniques of groupwork method. As per the students observation , the group work in most cases were conducted under 10 minutes in the districts of UP. While in Odisha, the activity duration in majority cases were upto 20 minutes. Odisha recorded particiapation of most students in 35% of the teachers session. While only in 7% teachers sessions there was 100% participation of students during the activity. Other Teaching Methods

Table 89: Distribution of Other Methods

Other Method UP Odisha

Teacher Observation Total Overall Balrampur Bahraich Shrawasti Mayurbhanj

Teacher asks all students to read their book and does not pay attention to the class 4 5 10 5 0 0

Teacher writes some questions /text on the blackboard and then asks students to copy. teacher does not 15 5 6 7 pay attention 8 9

Teacher asks one student to read form the book line by line and ask others to follow, teacher does not 15 5 0 14 pay attention 8 7

Teacher asks students to copy/ write

alphabets in the slate or note book innumerable times 11 9 15 5 6 21

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The other method talks about the dis-engagement of teachers and students during the classroom sessions. We see the method being practised in all the districts of UP and Odisha under study. The district data shows that the method is being used in Balrampur district mostly. While in the other districts the practice is sporadic.

Table 90: Student Participation in Other Teaching Methods

Student Observation Response Balrampur Bahraich Shrawasti Mayurbhanj

Students were engaged Few 5.0 0.0 0.0 0.0 with this method Some 0.0 0.0 6.3 0.0

Most 0.0 4.5 0.0 7.1

All 5.0 0.0 0.0 21.4

*This table only shows results for classrooms where methods were actually implemented

Guided Discussion Guided discussion is an active learning technique that encourages students to reflect on their own experiences, explore alternative ways of thinking, connect to a topic, and improve analytical skills. Here the teachers role is to facilitate and encourage children to share their experiences. The guided discussion tool was observed in two districts namely Bahraich and Mayurbhanj districts of UP and Odisha.

Table 91: Distribution of Guided Discussion

UP Overall/ Odisha Guided Discussion Overall District Overall/ District Teacher Observation Total Bahraich Mayurbhanj

Teacher encourages students to share 14 36 their experiences/observation. 18

Teacher builds the discussion on students 14 43 response 19

The total scenario is such that 18% and 19% teachers were found encouraging the students to share their experience and further the teacher builds the on students experiences. The scenario is similar in both the districts and states as 36% teachers in both the districts were found encouraging students to share their experiences. Further 36% and 43% teachers were found building their discussions on the students experiences in UP and Odisha respectively.

Table 92: Student Participation in Guided Discussion

Student Observation Response Bahraich Mayurbhanj Students were engaged with this method? Few 0.0 7

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Some 4.5 0.0

Most 23 29

All 9 7

*This table only shows results for classrooms where methods were actually implemented

The students observation is encouraging as we see in 23% and 29% teachers sessions in Bahraich and Mayurbhanj districts respectively,most of the students engaged and participating in the discussion.

Table 93: Student Participation in Guided Discussion

Teacher Observation Total Mayurbhanj Student Observation Response Mayurbhanj Teacher gives a How many students Few 3 14 14 theme/concept for role-play. were engaged

Teacher facilitates role play Most 4 21 14 put forward by students

Role Play method of teaching was only observed in Mayurbhanj district in Odisha. While understanding the technique it is found that 14% teachers give themes / concept for roleplays and 21% teachers facilitated role play put together by the students. The student observation shows that in 14% teachers sessions the most of the children were found engaged in the method.

Table 94: Distribution of Games Played

Games Played

Student Teacher Observation Mayurbhanj Observation Response Mayurbjhanj Teacher gives clear Most instruction about rules 14 7 How many students of the game. participate in the Teacher divides the 14 game? 7 class into groups. All

Teacher facilitates the 14 game.

Games played while sitting is one of the least popular among teachers. We have observed this method among 14% teachers session in Odisha only. The teacher gives clear instructions, divides the class into groups and facilitates the game. This method resulted in complete and participation of students in 50% of the teachers sessions.

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8.3 School Environment- Conducive Conditions for Learning

A positive school environment is defined as a school having appropriate facilities, well-managed classrooms, available school-based health supports, and a clear, fair disciplinary policy. There are many hallmarks of the academic, disciplinary, and physical environments of schools with a positive climate. Children are constantly interacting with the physical environment of their schools during structured or unstructured time, consciously or unconsciously. Yet not enough attention is paid to the importance of physical environment for learning. Stimulating, caring, and supportive classrooms do much more than motivate learning of subject matter and academic skills. They provide students with conditions for social and emotional learning.

As public spaces, schools must be marked by the values of equality, social justice and respect for diversity, as well as of the dignity and rights of children. These values must be consciously made part of the perspective of the school and form the foundation of school practice. An enabling learning environment is one where children feel secure, where there is absence of fear, and which is governed by relationships of equality and equity. Often this does not require any special effort on the part of the teacher, except to practise equality and not discriminate among children. Teachers should also nurture their classroom spaces as places where children can ask questions freely, engaging in a dialogue with the teacher as well as their peers, during an ongoing lesson.

Under this section we will be discussing based on the observation, if the class rooms are spacious, are there enough light to brighten the room, the seating arrangement of students. We will assess the infrastructure facility for conducive conditions of learning which includes availability of teaching and learning aids, school health supports such as availability of toilets, MDM, water facility and cleanliness. Further we will assess the quality of the facilities and understand how many schools do not meet the minimum and basic requirement.

The physical layout, space and lighting of the classroom creates a comfortable space to teachers management of class and also is psychologically stimulating for childrens learning process. Effort should be to have enough sunlight coming into the classrooms and classrooms be brightened with attractive works of art made by children. Availability of blackboards and chalks are essential teaching aids and a must in each classroom.

8.3.1 Percentage of schools having facilities that promote reading (Libraries, reading rooms, nature of materials and platform that promote democratic values /reading like morning assembly, bal sabha).

Table 95: Schools and Classrooms Conducive to Learning

School Environment Total Uttar Pradesh Orissa

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Classroom Over Environment- TLM All Balrampur Bahraich Srawasti Mayurbhanj

Room has 96 92 98 100 100.0 Proper/Sufficient space 64

Room has sufficient 96 98 98 100 100.0 lighting 93

Room has usable 96 97 98 100 100.0 blackboard 93

Chalk is available 94 93 95 96 81 100

Schools having 39 34 58 45 7 50 Timetable

Schools having Library 60 45 75 45 20 100

The table above shows:- In total • 92% rooms have sufficient space and room. In Mayurbhanj only 64% schools have sufficient space. • 98% have rooms that are well lighted. • 97 % schools have classrooms with usable blackboards, • 94% schools only showed availability of chalks (an essential teaching aid) in the classrooms. • 39% schools had school timetable. Lowest being in Shrawasti with only 7% schools having a timetable. Although we do not have information on the specific timing of language classes. • 60% schools had library. Among them, only 12% schools had a separate library while 59 % schools had library located in the school office.

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Figure hhh: Classroom from school in Balrampur

Quality of Conducive Conditions in the school

An average mean score methodology is adopted to assess the status of each school in terms of minimum standard requirement of Infrastructure facilities and Program Content facilities. The respective Infrastructure facilities and Program Content Facilities under study and observed as part of the classroom observation tool are as below:-

Physical Infrastructure Program Content

• Availability of toilets for girls • Class display • Availability of water in toilets • Display of material produced by child • MDM • Availability and access to school library • Clean surroundings and hazards around • Democratic forums for children the school • Scoring: Scoring: The above facilities were observed graded in the The above components were observed graded in scale 0-2 wherein: the scale 0-2 wherein:

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(0) Facility or criteria is absent or severely (0) Component is absent or severely substandard substandard (1) Facility or criteria is present but in (1) Component is present but in substandard substandard condition condition (2) Facility or criteria is present and in the (2) Component is present and in the desired/optimum condition desired/optimum condition

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Figure iii: Example of Library in Classroom

The cumulative means core is calculated for each of the category viz Physical Infrastructure and Program Content. The average mean score falls in the range 0-2. The score near to “0” denotes school having low quality infra-structure and mean score near to 2 signifies school with comparatively improved infrastructure facility. Mean score “2” will mean that the school has all required facilities and all working in good condition.

Quality of conducive environment in school is being understood and assessed under two parameters namely:- • Physical infrastructure- This is represented as Series 12 on the table below (Triangles). • Program components- Represented as Series 13 in the following table (X’s).

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Figure jjj: Scoring of Schools Based on Infrastructure and Program Components

1.8

1.6

1.4

1.2 2) - 1 Series12 Score (0 0.8 Series13

0.6

0.4

0.2

0 0 10 20 30 40 50 60 School

The graph above shows the spread of schoolwise mean score of physical infrastructure (series 12) and Program Content (Series 13) ranging between 0-2 where 2 is the ideal condition. In Physical Infrastructure we see that the majority of the schools are between .6 and 1.8 In Program Content we see that all schools fall below 1 with many at or near zero. Thus signifying the quality of conducive condition for learning under program content is very low.

Percentage of school having enabling physical infrastructure

Table : showing % school with mean score for Physical Infra structure

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Figure kkk: School Physical Infrastructure

Mean score for School Physical Infrastructure more 1 and less than 2 less than 1

43 Mayurbhanj 57

53 Shrawasti 47

18 Bahraich 82

67 Balrampur 33

The individual parameters are scored (O, 1 and 2) based on the condition of availability, accessibility, usage. Based on the Infrastructure facilities: In Mayurbhanj 43% percent schools are nearing 2 or the ideal situation while 57% have mean score less than 1. In Shrawanti- 47% schools have score less than 1 while 53% schools have mean score between 1 and 2. In Bahraich the scenario is quite bleak as 82% schools do not have proper infrastructure facility. In Balrampur only 33% schools fall between the range 0-1. Clearly, Balrampur has more schools with improved physical infra-structure facilities. However, there are none schools with composite score of perfect 2.

Table : showing % school with mean score for Program Content

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Figure lll: Program Components

Percentage of schools with mean score for Program Content more 1 and less than 2 less than 1

Mayurbhanj 0 100

Shrawasti 0 100

Bahraich 0 100

Balrampur 8 92

As the graph shows very clearly that almost all the schools across all districts have their mean score below 1. Thus denoting that the quality of conducive environment in schools with respect to class display, display of materials by students, students forum, school library etc is either non-existent or not in usable condition.

Thus the grim picture shown in the above two graphs have the potential to play impact the student and teachers retention and quality outputs respectively. This in turn adversely affects the learning outcomes for the students.

8.4 Teacher Supervisors (CRCCs & BRPs)

It is important to develop and strengthen forums for continuous teacher development at the cluster and block level. To make forum functional, monthly meetings will be conducted having a monthly agenda focussing on teachers’ perception, skills and practices where these meetings will be facilitated by NPRCs or BRPs and having resources available to the teachers through cluster, block level resource Centre. This section assesses the CRCCs and BRPs 1. Knowledge and Skill on EGR and 2. Knowledge and skills on supportive supervision

Knowledge and Skills of System functionaries- Cluster resource Centre coordinators (CRCC), Block resource persons (BRP), designated language resource person will be strengthened using following indicators: a. Understanding on the concept of EGR, instructional approaches and assessment relevant for EGR stages b. Understanding on the current learning levels on reading in their respective schools

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c. Hard spots that needs to be focused in teacher training on language instruction and reading in early grades d. Understand of their sensitivity in terms of gender, valuing the social context and mother tongue of the learner e. Availability and quality of regular capacity building for teacher support

Coverage in this study was as follows: Total CRCC; n=22 (UP=12; Odisha=10) Total BRPs; n=7 (UP=6 & Odisha=1)

CRCCs and BRPs Understanding of EGR A. Issues to focus in Early Grades

Table 96:EGR Focus areas

Specific Focus Areas in Early Grades Odisha- Total Total Responses UP-CRCC CRCC CRCC BRP Special focus on class 1 & 2 8% 0% 5% 14% Joyful learning methods: Learning by stories, games and 25% 10% 18% 0% activities like singing, dancing, role play Regular schooling 33% 0% 18% 0% Language, Maths 33% 40% 36% 0% Listening, reading, writing, speaking 8% 40% 23% 86%

As it is evident from the above table, in all 23% of Cluster Resource Centre Coordinators (CRCCs) and 86% Block Resource Persons (BRPs) have responded to listening, reading, writing and speaking as the most significant focus area in early grade reading. 40% of CRCCs in Odisha have shared it as the most focussed issue whereas only 8% of CRCCs from U.P. thinks it as the most priority area. Thus, indirectly they are pointing to phonic and phonemic awareness as the most important and relevant area. As highlighted, excluding BRPs, language and mathematics are the area of focus for CRCCs in U.P. and Odisha. 33% of CRCCs in U.P. and 40% in Odisha have opined language and mathematics as the key area. Also, 8% of CRCCs in U.P. and 14% of BRPs said special focus on class 1&2 children as the area of specific focus. 33% and 25% CRCCs in U.P. have shared regular schooling and joyful learning methods as the areas of focus in early grades while 10% of CRCCs in Odisha have the similar opinion regarding the joyful learning methods.

Table 97:Hard aread for in-service training of teachers

Hardspots for in service teachers' training CRCC Total CRCC UP Odisha

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Language 40% 33% 36%

Science 10% 25% 18%

Need based training for teachers for both 40% 25% 32% academic & non-academic issues

As given in the above table, 36% and 18% of CRCCS respectively have shared language and science as the hard spots/areas of focus for the in service teachers’ training. Out of which 10% in U.P. and 25% in Odisha, CRCCs have shared their concern about science while 40% of CRCCs in U.P. and 33% in Odisha have found language as the hard spot for in service teacher’s training. Besides, 40% and 25% respectively in U.P. and Odisha, viewed need based training on academic and non-academic issues for in-service teachers.

Table 98: Ways to improve EGR

Enhancing Language Learning Outcomes Total Total Responses UP-CRCC Odisha-CRCC CRCC BRP Local dialect/language & Multi lingual (Santhali, Mundari,HO) to 25% 90% 41% 0% impart learning School environment 0% 10% 5% 0% Identifying the need of children 0% 10% 5% 14% Joyful teaching methods 17% 10% 14% 43%

Letters & language teaching methods 33% 90% 59% 29%

Knowledge of 42% 0% 0% 0% letters/words/sentences etc

Teachers should be oriented, trained & engaged to impart and teach by 25% 0% 0% 0% using TLM/printed materials

As highlighted, 59% of CRCCs and 29% of BRPs have regarded letters and language learning methods as the most important factor for improving language in the early grades. Of this 33% and 90% of CRCCs respectively in U.P. and Odisha have said knowledge of alphabets and language teaching methods are keys to language learning for children in early grades. Also, 43% of BRPs including 25% CRCCs in U.P. and 10% in Odisha have responded joyful learning methods as one of the key factors for language learning. Besides, 10% of CRCCs have also shared school environment playing a key role in language learning in the early grades.

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2. CRCCs and BRPs Knowledge and Skills on Supportive Supervision A. Frequency & Purposes of Visits of CRC & BRC

Table 99: Frequency of visits

Supportive supervision Visit to Schools Responses UP-CRCC Odisha-CRCC Total CRCC Total BRP Visit all schools in the cluster 0% 100% 45% 0% Sometimes/occasionally visit the schools 17% 0% 9% 43% Once in a month 42% 70% 55% 14% 2-3 times in a month 17% 30% 23% 29% Do not visit 8% 0% 5% 14% Overall, CRCCs and BRPs conduct visit and supervision of schools in their respective cluster and block. The frequency of such visits differs. Only 14% BRPs visit schools once in a month while 29% visit two to three times in a month. Most of the BRPs, around 43% carry occasional visits to schools.

Table 100: Ways to support teachers by CRCCs an BRPs

Acts to support Teachers UP- Odisha- Total Total Responses CRCC CRCC CRCC BRP To discuss on academic points/issues and resolving them 33% 90% 59% 71% Information/notice/document sharing 8% 20% 14% 0% Discussing & Guiding on how to resolve the school issues like MDM, records etc. 33% 30% 32% 0% Subject specific guidance 0% 0% 0% 57% Classroom teaching 0% 40% 0% 0% Use of TLM, Group learning process, activity bank, question bank 0% 10% 0% 0% Identifying the absenteeism; contacting the parents with teachers for retention 10% 0% 0% Guiding on teaching methodologies to impart & enhance learning among children 50% 0% 0% 0% Quality Education in Schools 25% 0% 0% 0%

The table highlights the acts which CRCCs and BRPs have undertaken to support teachers. As given, 57% of BRPs provide subject specific guidance to teachers and 71% discuss on academic issues and help in resolving them. Along with the academic issues, as found during field observation BRPs also provide needful support to teachers in non academic areas. For CRCCs, 50% in U.P. guide on teaching methodologies to enhance learning among children while 33% in UP and 90% in Odisha discuss on academic points and resolve academic issues during meetings and visits. More often, they explain the problem specific areas and help them resolve the same. Also, 33% in U.P. and 30% in Odisha have shared extending support for resolving issues related to MDM and records. While 8% and 20% of CRCCs in U.P. and Odisha respectively have helped teachers by sharing information, notice, and other documents from the department. Understanding of Gender Sensitivity

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Figure mmm: Student capabilities

How far children will go in Education System

Girls 8% 50% 33% 8%

UP-CRCC Boys 8% 25% 67% 0%

Girls 0% 40% 60% 0% CRCC

Odisha- Boys 0% 30% 70% 0%

Girls 5% 45% 45% 5%

Boys 5% 27% 68% 0% Total-CRCC

Girls 0% 14% 57% 14%

BRPs Boys 0% 29% 71% 0%

0% 20% 40% 60% 80% 100% 120% BRPs Total-CRCC Odisha-CRCC UP-CRCC Boys Girls Boys Girls Boys Girls Boys Girls Upto Class-10th 0% 0% 5% 5% 0% 0% 8% 8% Upto Class-12th 0% 14% 0% 0% 0% 0% 0% 0% Graduation 29% 14% 27% 45% 30% 40% 25% 50% PG and/or PHD 71% 57% 68% 45% 70% 60% 67% 33% No Response 0% 14% 0% 5% 0% 0% 0% 8%

The above chart captures the thinking and views of CRCCs and BRPs about the intrinsic capabilities of boys and girls with respect to the level of education they would complete. As given, overall most of the children would go to college and university level. According to BRPs, 29% and 71% of boys would complete their college and university level education while 14% and 57% of girls respectively would get and complete college and university level education. So far in U.P. CRCCs opinion, half of the percentage of girls to that of boys (67%) would get to complete university level. Whereas 50% of girls as compared to 25% of boys would complete college level education. As highlighted, in Odisha, 70% boys and 60% girls would go on to complete their university level. And 40% of girls as compared to 30% of boys would enrol and complete their college education. In BRPs opinion, 14% of boys would complete only higher secondary (class 12th) level schooling while CRCCs in U.P. opine that 8% of both boys & girls would complete high school (up to class-10th) level only.

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Table 101: Promoting gender sensitivity in schools

Acts/Measures Promoting Gender Sensitivity in Schools CRCC- CRCC- Total Total Responses UP Odisha CRCC BRP No discrimination between girls & boys while teaching 58% 10% 36% 0%

Encouragement, Motivation & Guidance to teachers 33% 30% 32% 14%

Seating arrangement in school 8% 20% 14% 0% No measures taken 0% 40% 18% 0%

Encourage & ensure participation of girls in all activities 8% 0% 5% 71% organized at schools

Ladies teachers to promote gender sensitivity among girls 0% 10% 5% 0% Referring to stories of some of the great personalities from our history and telling the stories to children to build their 8% 0% 5% 0% capacity on gender sensitivity Generally teachers do follow casteism as they have orthodox 8% 0% 5% 0% and traditional mindset & background Educating girls leads to a stable society with no evils 0% 0% 0% 14% Not to use any word/sentence which undermines equality 0% 0% 0% 14% One boy & one girl as monitors 0% 0% 0% 14%

As highlighted in the above chart, teachers are encouraged, motivated and guided to create and build gender friendly learning environment in schools. For CRCCs, 33% in U.P. and 30% in Odisha have shared that they have encouraged and guided teachers to be sensitive to gender in school while only 14% BRPs had the similar view. Also, 71% of BRPs and 8% CRCCs in U.P. have said that girls are encouraged and ensured to participate in academic activities, cultural events, programs and sports and games across the schools. Besides, 58% of CRCCs in U.P. and 10% in Odisha said that no discrimination between girls and boys is being done while teaching at school. And 71% BRPs shared the same about teaching in schools in their respective blocks. Also, 14% of BRPs said that no abusive word/language which undermines equality is being used in schools. As opposed to opinions of other CRCCs, 40%, a high figure, in Odisha said that no measures have been taken yet to promote gender sensitivity at schools.

Table 102: Suggestions to promote gender sensitivity

Ways Suggested to Promote Gender Sensitivity UP- Odisha- Total Total Responses CRCC CRCC CRCC BRP Guide teachers to treat both girls & boys equally 42% 0% 23% 71%

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Awareness generation on gender issues among parents 0% 40% 18%

Behaviour & attitude of teachers 0% 20% 9% 71%

Extra-curricular activities, cultural events & encouraging 25% 10% 18% 0% participation of girls

No Response 0% 30% 14% 0%

Guiding students to treat each other with respect and equality 17% 0% 9% 0%

Meeting, Teachers diary, Time Table etc. 17% 0% 9% 0%

SUPW education and self defence training for girls 0% 10% 5% 0% Seating arrangement of children and their behaviour in school 0% 10% 5% 0% Discussion on gender in Gram Sabha 0% 0% 0% 29% Participation of both parents in PT meetings 0% 0% 0% 14% Active females should be made the SMC members 0% 0% 0% 14% Organizing Maa-Beti Mela 0% 0% 0% 14% Activate the Meena manch 0% 0% 0% 14% Stories of Rani Laxmibai, Jija bai, P.T. Usha to be taught in the 0% 0% 0% 14% class

As highlighted, BRPs and CRCCs have suggested many options to promote gender sensitivity at schools. 40% of CRCCs in Odisha and 17% of that in U.P. opined that awareness generation to be done among parents on gender and related issues. And 29% of BRPs have the similar opinion through discussion in Gram Sabha. By sensitizing and capacitating the parents, change in the behaviour and attitude at home is possible. At schools, teachers are encouraged and guided to have appropriate behaviour and attitude to boys and girls. 71% of BRPs while 42% CRCCs in U.P. suggested that one need to treat both boys and girls equally while 20% in Odisha emphasized on behaviour and attitude of teachers to enable gender sensitivity at schools. Also 25% CRCCs in U.P. and 10% of that in Odisha have advised to encourage equal opportunity and chances for participation among the boys and girls in schools in all activities, event & cultural programs and games. This will lead to generating confidence especially among girls that they can also perform all activity as boys. As opposed to relevant responses and views of CRCCs, 40% said no suggestion which could be assumed as CRCCs in Odisha requires capacity building son gender.

8.5 Community Engagement: School Management Committee Understanding EGR and Sensitivity

Section 21 of the Right to Free and Compulsory Education Act 2009 (RTE), mandates the formation of School Management Committees (SMCs) in all elementary government, government-aided schools and special category schools in the country. The RTE Act envisions an SMC as the basic unit of a decentralised model of governance with active involvement of parents in the school’s functioning. SMCs are primarily composed of parents, teachers, head teachers and local authorities. Active parental participation has the

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potential to improve the efficiency of a school as parents have the highest incentive to demand a better quality of education for their children. The RTE Act stipulates that SMCs should:

• Monitor the working of school (Mid-Day Meal provision, toilet facilities, teacher attendance, etc.) • Monitor the utilization of grants received from the appropriate government, local authority or any other source • Prepare and recommend the annual and three-year School Development Plan (SDP), which addresses infrastructure, academic achievement, etc.

These plans should collectively feed into creating an Annual Work Plan (AWP) for every district, and subsequently, every state. Each state has the independence to define the membership and functioning based on the broader guideline and mandate. The state wise details of SMC guidelines are as follows:

Table 103: Details of SMC in Two States

Details of School Management Committees

S. Particulars Odisha Uttar Pradesh No.

1 Size of SMC 19 members including 12 parent 15 members including 11 from members amongst parents

2 Membership 12 from among the parents or 11 members from amongst the guardians, 50% of member of the parents or guardians, 50 percent committee shall be women. members have to be females. 1 Ward Member/ Councillor/ Four members - one each from Corporator of Gram Panchayat/ NAC/ Ward/panchayat member, ANM, Municipality/ Municipality Lekhpal and School Head master or Corporation, One health worker in the headmaster incharge. No village (ASHA)/ AWW, child/student as member. Headmaster/Headmaster I/C of the concerned school as Member Convenor; One member from among teachers of the school to be decided by the teachers, two students members i.e. Head of student cabinet and Head of Meena Manch.

3 Formation of The election/selection of members is The selection of SMC members shall SMC made in open meeting of Parents be made through general consensus Teachers Association. PTA in an open meeting. Provided that the elects/selects the members of the committee shall include School Management Committee but not parent/guardian of one minimum the Member Convenor, Teacher child from each class of the school. member and Student member. The To manage its affairs, the school

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committee elects chairperson and vice- Management Committee shall elect a chairperson through election/selection Chairperson and Vice-Chairperson in its first meeting to be held within a amongst its members. week of its formation.

5 Duration No specified duration has been Reconstituted within every 2 years mentioned in the notice

Understanding of SMC management and its Challenges The present study has carried out Focused Group Discussion (FGDs) with SMC members to gauge their understanding on the importance of education and their role in ensuring enabling environment for learning and reading in school and home and gender sensitivity among the members to enable them to take appropriate actions.

Table 104: Coverage of SMCs

STATE SMCS COVERED TOTAL MEMBERS

Odisha 9 66

UP 18 139

TOTAL 27 205 In total FGDs covered 27 SMCs across all districts of UP and Orissa covering 205 members.

Table 105: Awareness of SMCs on Roles and Responsibilities of SMC Members

Uttar Pradesh % Odisha % SMCs SMCs Proper school management & Enrolment & Admission of students 56% development 56%

Ensure teachers regular classes, mobilising and awareness of community and parents, Retention and minimising drop out. Resolving problems at school through Mobilizing parents 50% discussion. 33%

Conducting monthly meetings; Cooperation & support and ensure school Supervision of MDM, enrolment and sanitation 22% admission of students. Representatives from Land & Do not know 17% revenue 22%

Ensure positive environment for study at 11% 11% school and regularity in teaching at

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School, Attendance of teachers, Check the Resolving the issues through regular quality of MDM and support in the meetings to develop mutual distribution of uniforms. understanding Construction of classrooms; hostels etc Supervising quality of Food for Supporting teachers in academic issues 6% hostellers

Lack of consensus on the understanding of Role and responsibility and challenges- among the SMC members SMCs were introduced as an institution for community engagement and local governance, but there exists very little understanding about their role and responsibility among its members. 17 percent SMCs in Uttar Pradesh clearly responded that they do not know their role and responsibility. In UP only 11% schools were able to enumerate some of their responsibilities such as ensuring positive environment for study at school and regularity in teaching at School, ensuring teacher attendance, checking the quality of MDM and support in the distribution of uniforms. In Orissa, 33% SMCs responded as ensuring retention & minimizing school drop outs, discussion and resolution of problems at school. 22% responded as supervision of MDM, interact with representatives from land & revenue.

Table 106: Challenges Faced by SMCs

SMCs SMCs Uttar Pradesh (%) Odisha (%) Lack of teachers/Numbers not sufficient 44% School Boundary problem 67%

Poor awareness level/interest of community & parents 33% Facility for drinking water 56%

Poor sanitation at School, No facility for drinking water within school 22% Problems related to MDM 22%

External disturbances, Poor attendance No/bad toilet facility, No. sufficient number of class room, 17% No discipline among teachers 33%

Poor & backward socio-economic status of No garbage disposal system & the community , No Encouragement to place, Delay in ST students children towards education, Learning level stipend, School campus is of students swampy, Students learning level & progress, Proper education, school environment & school progress, absence of electricity 6% and kitchen facility in hostel, 11%

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With respect to the challenges faced by SMCs in carrying out their responsibilities, the responses show little understanding of the same among the members. Both in UP and Orissa the responses show their lack of clarity in their understanding of their challenges and problems in school. In UP, the member responses show that 44% are concerned about insufficient teachers in the school, 33% shared lack of awareness and interest level of parental and community members. 17 % shared irregular supply of Mid Day Meal (MDM) poor attendance. In Orissa, 56% and 22% have voiced their concerns over lack of drinking water facility and irregular supply of MDM respectively. 33% schools have shared absence and poor quality toilet facility, in sufficient number of class rooms and lack of discipline among teachers. 11% shared as absence of garbage disposal system, Delay in ST students stipend, unhygienic swampy school campus. It is clear that the SMCs members in Orissa are better informed and aware than the SMCs in UP.

Table 107:SMC Membership

Uttar Pradesh % % SMCs Orissa SMCs Parents whose children are enrolled in As per the Govt guideline on SMC school 56% 56%

Representatives from Panchayat, Representatives from Health Open discussion, selection & formation of department, Parents of children SMC 44% studying in school 44%

School Teacher 39% Open discussion in presence of all 33%

Representatives from Health department 33% Representatives from Land & Representatives from Land & revenue 22% dept, 50% Female members, revenue Representatives from Panchayat 22%

Regarding membership the responses are similar for Orissa and UP, however the members are unable to relate to the bigger picture. They are guided by the present member in their committee. Eg. SMC mandates a representative participation of stakeholders from the parents group, panchayats, Govt officials and also having a defined representation of women members. In UP, 56% has mentioned parents as member, 22% have said representatives from Land and Revenue department and Health department. It is interesting to note that one SMC has mentioned “people who are socially influential” as members of SMC. 39% have mentioned school teacher as member. Only 4 schools ie 39 % of the SMCs have mentioned to have 50% women as members. In Orissa, 44% schools have mentioned Representatives from Panchayat, Representatives from Health department, Parents of children studying in school. 22% have said representatives from land and revenue

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department. It may be noted that none have mentioned having women as members as critical parts of committee structure. Regarding procedure of formation of SMC, the members In UP 44% have mentioned through open discussion with all. In Orissa 56% responded that the committee is formed based on the government guideline. However they were not able to elaborate what the govt guidelines are.

SMCs Opinion on Children as members of SMCs

Figure nnn: Children in SMCs UP

Children as member of SMC

6% UP 83%

89% Odisha 11%

33% Total 59%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Yes No Can't say

SMCs Understanding on EGR

Table 108: SMC Understanding of EGR

Understanding on EGR Responses U.P. Odisha Total Creating Community Awareness 22% 33% 26% Discipline & punctuality 33% 22% 30% Motivation & encouragement 22% 33% 26% Stories of great personalities 17% 0% 11% Discussion, encouragement & guidance 28% 11% 22% Paying attention, Checking books & 11% 44% 22% notebooks Study at home 56% 11% 41% Support by Govt 0% 11% 4% Friendly behaviour with the children at home 28% 0% 15%

At Home

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• Study at Home: As observed and recorded, 56% of community members in U.P. have said that they support their children to study at home while 11% community members in Odisha said they encourage to dedicate time to study at home. 11% of the community members in U.P and 44% in Odisha pay attention on their children’s’ education and reading. They said they check their notebooks and books to get a sense of the homework and school work. • Discussion & guidance: 11% of SMC in Odisha shared that they discuss with educated ones in their community to take inputs and ask them to guide their children. In U.P. 28% of the community members create friendly behaviour with children at home to facilitate further encouragement and guidance to studies. • Stories of great personalities: 17% of community members in U.P. said that they share stories of great personalities, intellectuals to encourage their children on importance of education.

Behaviour

• Motivation & encouragement: Of the total, 22% and 33% in U.P and Odisha respectively shared that community and parents must give importance to their children education and always motivate to them to get educated. • Discipline & punctuality: Of the total SMC discussions, 33% community members and in U.P. and that 22% in Odisha shared importance on regularity and punctuality in sending the children to school.

Creating Awareness

• One of the key responsibilities of SMC is to sensitize the community to understand and realise the importance of education. Out of total, 22% of SMCs in U.P. view that parents and community members are mobilized through meetings and discussion to realise the importance of education. While 33% in Odisha said that they mobilize and motivate the parents to realise and pay attention to their children education.

SMCs Views on Challenges faced by the School on EGR

Figure ooo: SMC School Challenges

Challenges/issues faced by the Schools Responses UP Odisha Total Poor awareness level/interest of community & parents 33% 0% 22% Poor sanitation/no garbage/bad toilets at School 22% 44% 30% Learning level of students 6% 11% 7% No Encouragement to children towards education 6% 0% 4% Lack of teachers/Numbers not sufficient 44% 11% 33% Problems related to MDM 11% 22% 15% Poor & backward socio-economic status of the 6% 0% 4% community External disturbances 17% 0% 11% Poor attendance 17% 0% 11%

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Lack of discipline among children 11% 0% 7% No facility for drinking water within school 22% 56% 33% Classroom Floor is completely broken 11% 0% 7% No proper road to school; lot of problem in rainy season 6% 0% 4% No/Broken Boundary wall around the school 28% 67% 41% Encroachment outside school 6% 0% 4% Insufficient number of classroom 0% 33% 11% Delay in ST students stipend 0% 11% 4% No discipline among teachers 0% 11% 4% No power/electricity supply 0% 11% 4% No kitchen in the hostel 0% 11% 4% Hostel roof is of asbestos; heat up 0% 11% 4% School campus is swampy 0% 11% 4%

• Admission, attendance and enrolment: Of total 18 FGDs conducted with SMC members in U.P., 17% reported poor attendance as one of the challenges faced by the school. 11% SMC in Odisha opined proper environment and education in school and school progress as one of the major challenges faced by the school. • Student-teacher ratio: In U.P. 44% reported lack of teachers or insufficient number of teachers as one of the challenges while 11% in Odisha reported the same. • Children learning and progress: Of total only a single SMC from each of the two states, shared that learning and progress among children as the challenge. • Discipline among children has been reported as a challenge in U.P. only. 11% SMC has shared that there is lack of discipline among children in U.P. • Discipline among teachers: It has been reported as a challenge in Odisha. 11% SMC opined that there is lack of discipline among school teachers. Though nothing such came during the discussion in U.P. but as observed discipline among school teachers is a major challenge. As observed during field visit while collecting the data, some school teachers had their own routine. They hardly respect the school timings. • Awareness among community: In U.P. 33% has reported poor awareness and lack of interest among parents and community members towards children education as one of the challenges. Though no such has been noted in Odisha but as observed, majority of the community is of ST (adivasi) has poor socio-economic status and are illiterate but they have been sensitized to send their children to school. • Supply related: It includes Mid-day meal, dress, stipend and other benefits being provided to the children directly by the school. 11% in U.P. has reported no proper supply of MDM to schools while 22% in Odisha reported problems related to MDM. In Odisha, 11% has reported delay in the provision of stipend to ST students. • Infrastructure related: It includes the findings on sanitation, drinking water facilities, boundary wall, classroom floor and roof, hostel building, school building and school compound. Overall 33% reported drinking water facility is one of the major challenges in schools. Of this, 22% and 56% in U.P. and Odisha respectively reported no/lack of drinking water facility in school. Overall 30%

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SMCs shared sanitation as a challenge in the schools. It included campus cleaning, drainage, disposal and toilets. In U.P. 22% and 44% in Odisha has reported issues related to sanitation as challenge. Overall 41% have reported problem related to school boundary either they are broken or there are no boundary wall around the school. 28% in U.P. and 67% in Odisha have shared issues related to school boundary wall. Besides, there is one SMC who reported of land encroachment outside the school in U.P. while in Odisha, 11% shared about no kitchen in the hostel, no electricity supply and heating up of asbestos sheets used as hostel roof. In Odisha, 33% have reported insufficient number of classrooms as a challenge while 11% in U.P. has shared broken floor of classrooms as one of the issues being faced by the schools.

SMCs Understanding on Gender

Table 109: SMC Equal Opportunities for Boys and Girls

Do boys & girls be given equal opportunity to study Responses UP Odisha Total Yes 100% 100% 100% No 0% 0% 0% Specific quotes about this subject Encourage them through education they secure their 0% 11% 4% future Both should be given equal opportunity & education 78% 89% 81% Both boys & girls have equal responsibility towards 6% 0% 4% social & national development

All SMC reported that boys and girls should be given equal opportunity to study. The above table also highlights other responses along with yes or no option as it was an open ended point for discussion. SMCs opine that both enjoy equal rights towards education. When asked about the reasons in support to giving equal opportunity towards education, only one SMC in each of the two states have specified reasons. The one SMC in U.P. mentioned that both boys and girls have equal opportunity towards education while that of Odisha specified that through the education children can secure their future.

Table 110: SMC Future of Boys and Girls

Future of Boys & Girls studying in Class-5 UP Odisha Total Responses Boys Girls Boys Girls Boys Girls To continue & complete study 72% 61% 78% 67% 74% 63% Uncertainty due to limited resources/facility 0% 22% 0% 11% 0% 19% Encouraging all children for higher education 22% 28% 0% 0% 15% 19% Willingness to contribute to social & national development 17% 17% 0% 0% 11% 11% priority to higher education for boys 0% 0% 22% 0% 7% 0% Priority to marriage 0% 0% 0% 22% 0% 7%

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So far on this point when they were asked to discuss on the kind of future for a boy and a girl who is in class five, more than 70% of SMCs from both the states shared that boys to be given all opportunity to continue and complete their study while 60% SMCs reported that girls should continue and complete their education. In Odisha 22% of SMCs said that in case of girls the community and parents give higher priority to marriage than education. Similar percentage of them in U.P. has reported poverty, social beliefs and other obstructions for girls’ future who is studying in class five. 11% of SMCs in Odisha have shared uncertainty about girls’ future due to limited facility while similar percentage in U.P. shared girls can also achieve higher positions in life once they are educated.

There is a village by the name Rampur Khagaijot in Balrampur district of Uttar Pradesh in India. An FGD was conducted in which there were 9 members present including the teacher. During the discussion they shared child marriage and child labour as the two major blockages in children education along with poverty and lack of resources. SMC members suggested that girls’ parents need to understand and realise the importance of education to ensure that girls get equal opportunities in life.

SMCs Perception on the Roadblocks for Continuing Education

Table 111: SMC Roadblocks in Education

Roadblocks faced by Children in getting Educated Responses UP Odisha Total Poverty/Economical problems 50% 67% 56% No motivation & guidance 28% 33% 30% For girls Responsibility of household work 39% 0% 26% Boys give more time in playing games 33% 0% 22% Poor Social Status 22% 0% 15% Child Labour 11% 0% 7% Child/Early Marriages 11% 0% 7% Girls are not allowed go out for higher studies 17% 0% 11% Less no. of institutions for higher studies at local level for 6% 0% 4% girls Engaged in other works 0% 11% 7% Roads through the dense forests 0% 11% 7%

Overall around 70% of SMCs said that poverty and lack of/limited resources were key road block boys and girls face while getting educated. In U.P. 39% shared that girls are being engaged in household works while 17% reported that girls are not allowed to go for higher studies. In U.P. 33% of SMCs said that boys devote most of their time in playing games. In addition, 28% in U.P. and 33% in Odisha shared that lack of support and guidance is one of the key road blocks for the girls and boys who are studying. In U.P. 11% reported about child labour as the obstruction while similar percentage has shared child/early marriage as the key constraint in UP. 6% in U.P. reported about less number of institutions for higher studies of girls. SMCs opinion on actions on EGR for Girls

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On actions that can help ensure girls complete their education, 67% and 33% in U.P. and Odisha respectively shared about motivating and counselling the parents and community members. In U.P. 6% of SMCs discussed reservation for girls and scholarships to encourage girls to get more education. While 11% in Odisha viewed that enrolment of all children and hostels to be inside the school campus can ensure girls to get more education. And 22% in Odisha suggested hostel facility for all as one of the key future actions to encourage girls’ education.

Table 112: SMC Improving Girl Access to Education

Actions taken by Community or SMC to ensure girls getting more educated Responses UP Odisha Total Motivation & counselling 67% 33% 56% Hostel facility for children 0% 22% 7% Scholarship for children from poor families 6% 0% 4% No such special action 17% 0% 11% Reservation for Girls 6% 0% 4% Enrolment of all children 0% 11% 4%

Case Study: A Shining Example from Balrampur On April 21 two members of the research team visited a Government primary school in Balrampur district of Uttar Pradesh. Upon arrival the team immediately notices positive signs that this was truly a place of learning. The head teacher is standing in front of a group of young students, most wearing their brown Government issued uniforms and all holding open books. As the researchers make introductions, the teacher tells the students to stand up, and is promptly obeyed by all. Afterwards she tells them to ‘sit down’ in English, which they all do. The school itself suggests an atmosphere conducive to learning. The building is a simple, but sufficient structure pale blue with a green bottom border. A strip of yellow with black words and letters written in Hindi and English is situated at a height of three feet. The school is decorated inside and out with educational embellishments that help to engage students and enhance learning. The visit continues as the teacher proudly shows two classrooms where the scene is quite similar to the first. Students sit attentively in rows, standing to greet the visitors then sitting upon the instructions of the teacher.

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One of the classrooms has library against a side wall with stacks of children’s books, a very rare find in most rural Government schools.

Impressed and intrigued by what they see, the researchers ask the teacher to explain some of the characteristics of the school and her methods. Researcher: What subjects do your students learn? Teacher: Math, Hindi, Science, Sanskrit, English and art (including painting and drawing)

Researcher: Your classroom is adorned with lots of decorations and learning materials. Who did all this work and why? Teacher: I did, with my own money. Classrooms that are fun and engaging for students help to improve learning. And besides, private schools attract children in a similar way. If it works there, it can work for Government schools too!

Researcher: What motivates you to teach, and go the extra mile to help students learn? Teacher: Getting a good education was a struggle for me. I went to a Government school and had to walk 4-5 km to get there. Later I had to tutor students to help pay for my own schooling. I told myself that when I became a teacher, I would do everything I could to make sure kids in the Government schools got no less than those in private schools. Besides, the people of India’s military make huge sacrifices every day for this country. Teachers should be willing to sacrifice as well.

Researcher: What are your priorities in the classroom? Teacher: Teaching and learning are the top priorities for me. I try to understand the level of each child then work to help them advance.

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Researcher: Other than designing and maintaining such interesting and engaging classrooms, what kinds of approaches do you use to help students learn? Teacher: Well we start the day with mathematics. This subject is challenging for the kids and it tires them out. So we begin with math, then we move to Hindi. This helps refresh and reenergize them because there are stories, songs and poems. I have found that teaching in this order is more effective and enjoyable for the students.

Researcher: What about language? Why is it important for your students to lean language? Teacher: Simple, if the child doesn’t learn language well, they can’t learn anything else.

Researcher: are there any special methods or techniques you use to teach language? Teacher: I bring my laptop to help kids learn the alphabet. I use an audio-visual CD programme that lets kids see and hear the letters. I also use flashcards for the letters, and numbers too.

Researcher: Your students are of different ages and varying levels of learning, how do you balance these differences and ensure that everyone is learning? Teacher: I try to know each child personally and understand their learning levels. I give special attention to those that are struggling to help them keep up. I also use peer learning. This means getting stronger students to help the weaker ones. This can be very effective because sometimes students aren’t comfortable getting instructions from the teacher, but when it comes from one of their peers they are much more accepting.

Researcher: In your opinion, what are some of the problems that children in Government schools face that hinders their learning? Teacher: Many teachers, even well-meaning and qualified ones, don’t want to teach certain students because of their caste or religion. But to me, children come to school to learn. What do these things have to do with learning?

As the discussion concludes, the teacher opens a cabinet and shows the researchers the school’s first-aid kit and a jar of sweets that she says are “for the little ones”.

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9 Conclusions

The main findings of the study are summarized in this section: Impact Indicators Grade 1 Reading comprehension was very low in the both locations for Grade 1. To begin with, only 13% of students overall (27% in Odisha and 8% in UP) were even able to read a short passage provided to them. So the reading comprehension of the vast majority is not even a relevant question. Upon further investigation, we see that of those who were able to read the excerpt, most were not able to answer questions correctly and in full sentences. In addition, most did not read with correct tone and gesture and did not recognize punctuations. In terms of correct reading and rate of reading, scores from Odisha students were good, but those of UP lagged far behind. Phonemic awareness is low for students in Grade 1 although much lower in UP than in Odisha. Similarly Phonic awareness is also low in the two districts with Odisha showing better results. Even worse are listening comprehension scores for the students of Grade 1. Even when children understood the questions being asked and knew the answers, they were not able to respond in correct sentences. This indicates that they do not fully grasp concept of speaking grammatically correct, complete sentences. Grade 2 Reading competency for Grade 2 is higher than for Grade one, however only a fraction of students are actually able to read the passage provided (134/522). The proportion of those that can actually read the passage is much higher in Odisha (52%) than UP (16%). Of those that can read the passage, however, the scores are not very dissimilar. The Odisha students are able to answer questions correctly a bit more often, but the difference is not extreme. Tone & Gesture, Use of Punctuation, Rate of Reading and Correct Reading scores are also similar both UP and Odisha in this grade (with Odisha having a small advantage in on most indicators). Independent writing was introduced in Grade 2, and the results showed that writing ability was bad in both locations (unsurprisingly worse in UP than in Odisha). Phonemic awareness and Phonic awareness increase from Grade 1 to Grade two, but we still see the same general patterns including the large disparity between UP students and Odisha students. Similarly, listening comprehension improves from Grade 1 to Grade 2. However, responding correctly in complete sentence remains a challenge for both Odisha and UP students. Overall performance in Grade 2 was fairly balanced in terms of gender. However, boys often outperformed girls in the districts of Bahraich and Shrawasti. Grade 3 In terms of reading comprehension, the gap is very apparent between locations. In Odisha 75% of students are able to read the passage, while the corresponding figure in UP is only 29%. A different gender pattern was seen between these two locations as well. More girls than boys could read the passage in Odisha. However, results were skewed in favor of boys in UP (especially Shrawasti where only a few girls could

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read). Of those students that can read the passage (presumably the top performers in each location), UP students score higher in Rate of Reading and Correct Reading. However, Tone & Gesture and Use of Punctuation are about even for the two locations. This is a somewhat curious finding because Odisha shows no major progress on these two indicators as is seen for other indicators. The gap between UP and Odisha begins to widen even more on many indicators in Grade 3. Phonemic and Phonic awareness are increase significantly and most indicators are Very High. These capacities in UP students, however do not show the same levels of improvement from Grade 1. They are higher than previous grades, but still remain quite low (30-40% range). Listening and giving responses in complete sentences remains a challenge for Grade 3 students. Independent writing scores for Grade 3 are relatively low with very few students writing the requisite number of grammatically correct students. Grade 4 Reading comprehension has also improved from earlier Grades. For the first time, over 50% of the students are able to read the passage. Again scores are still highest in Odisha, but UP students are beginning to show improvement on most questions as well. In terms of reading fluency, we see the same patterns. Odisha performs better in Rate of Reading and Correct Reading while scores for Tone & Gesture and Use of Punctuation are similar for both districts. Phonemic awareness and phonic awareness for Grade 4 is similar to Grade 4 and Odisha still outperforms UP in almost every way. Listening comprehension in both places has improved by Grade 4. Most students (especially in Odisha) are able to answer correctly. Their ability to do so in complete sentences is also improving, but still remains a challenge. General Findings Across Grades  Reading ability was low in the study population. Below is a table showing the percentage of students that were able to read a passage presented to them:

Table 113: Students who read the passage

Grade Level Total UP Odisha I 13% (N=543) 8% (N=405) 27% (N=138)

II 26% (N=522) 16% (N=384) 52% (N=138)

III 41% (N=535) 29% (N=396) 75% (N=139)

IV 55% (N=507) 43% (N=369) 87% (N=138)

• Overall boys were able to read the passage in higher proportions in each grade. The percentages were as follows:

Table 114: Genderwise distribution of reading

Grade Level Boys % Girls %

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I 15% 11%

II 28% 23%

III 47% 35%

IV 61% 49%

 In general reading competencies improve by grade. Most indicators for Grade 1 are the lowest of the four grades. They then gradually increase with each year and many are highest in Grade 4. This is true for Odisha, UP and the overall averages.  Students in Odisha perform better than UP students in almost every indicator across all grades. The discrepancy between the two (in some cases it is quite large) varies somewhat, but it is clear that a greater proportion of UP students have stronger reading competencies.  Among the students who are able to read (presumably the top performers in each location), Odisha students still score higher on average than those in UP.  Gender balance between boys and girls is mostly even in Odisha. Scores for both genders are often similar with boys scoring higher on some questions and girls scoring higher on others.  In UP, however, gender-wise scores seem more unbalanced. Boys consistently perform better than girls. This imbalance was worst in Shrawasti where boys often did much better than girls.

Outcome Indicators  There is diversity in terms of outcome indicators across districts. However, drawing direct correlation between outcome indicators and impact indicators is not easy to do.  Schools and supporting resources from all districts can be improved. Some are extremely low and deserve immediate attention. However, the level to which improving outcome indicators would improve impact indicators cannot be predicted with great certainty. Some key findings from outcome indicators Classroom and School Environment Teaching Methods  There was large discrepancy between teaching methods observed in classrooms. The most common were Read Aloud and Explain/Lecture/Question and methods—75% and 71% respectively. Other methods were much less common. The least were Role Play and Games Played While Sitting—6% and 4% respectively.  There were also important differences between states. Teachers in Odisha used more teaching methods and in higher percentages. In fact, each of the teaching methods was observed in higher frequency in Odisha than in UP.

Physical Infrastructure

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 Again there is great between indicators of physical infrastructure. Almost all schools have ‘sufficient space’, ‘sufficient lighting’, ‘blackboards’ and ‘chalk’ (average above 90% for each). However ‘schools having timetable’ and ‘schools having library’ were much less common (overall 39% and 60% respectively).  It is more difficult to draw clear distinctions between states and districts on physical infrastructure as schools vary widely on each indicator.

Program Content  This indicator (consisting of class display, child-produced materials, school library, access to library, democratic forums, sports facilities for children) proved to be a major challenge in both locations and all districts.  On average, schools may meet some of the standards but no school meets all at optimum level. Community Engagement Focus group discussions (FGDs) were conducted with School Management Committees (SMCs) to assess their awareness and activities as members. Twenty-seven such consultations were held—eighteen in UP and nine in Odisha. Overall awareness was quite low among members about their roles and responsibilities. One influential factor in the state of Odisha was that new SMC members had been recently elected. There seemed to be a lack of knowledge and experience among newly elected SMC members. When SMCs were asked about the problems and challenges to education at the school/community level, the responses varied between UP and Odisha. Common issues raised by Odisha SMC members included problems with the school boundary, drinking water availability and other physical infrastructure. On the other hand, UP SMC members cited lack of teachers, poor awareness and interest level of community and parents and poor attendance. At the level of child/student, common problems mentioned by SMCs that inhibit a child’s success in education included poverty, lack of support, and girls’ household responsibilities (especially in UP).

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