education outcome

This survey was conducted  in three  schools- Srifaltala, Sonatikari and Purbajata Primary schools of EDLTWS branch of  Raidighi during October-November 2019 in two parts. In the first part,  all households sending their children to above three primary schools were identified. From each household, information was collected on Schooling( irrespective of whether they are attending EDLTWS schools or not)  and Non-schooling status of all children aged 3-16, educational status and age of parents, household amenities like housing , toilets, vehicles, books and magazines, smartphones and on non-school educational expenses (tuition). In the second part, we subjected  all  EDLTWS students studying in the current year in standard IV- terminal year of primary education to a ‘Minimum Proficiency Test’ (MPT) in text reading and arithmetic. We adopted the benchmark of ‘Annual Status of Education Report(Rural) 2018’ in conducting MPT. 

MPT process

Standard IV students in the academic year 2019, will move to middle level of schooling next session. Question is how prepared they are. MPT is a useful tool for such assessment. The MPT addresses our  central question - are children acquiring foundational reading and arithmetic skills? The process is designed to record the highest level that each child can comfortably achieve.MPT, rather than testing grade-level competencies,  is a ‘floor test’ focusing on basic learning. All children in Standard IV of three Raidighi schools are tested with the  same tools for text reading and arithmetic.


A. Reading task 

All children were  assessed using a simple reading tool. The reading test had  4 processes:

  1. Letters: Set of commonly used letters.

  2. Words: Common, familiar words with 2 letters and 1or 2 syntax.

  3. Std I level text: Set of 4 simple linked sentences, each having no more than 6 words. These words (or their equivalent) are in the Std I textbooks.

  4. Std II level text: Short story with 7-10 sentences. Sentence construction was  straightforward, words were  common and the context was familiar to children. These words (or their equivalent) were  in the Std II textbooks.


Investigators (not teachers of the schools) started with the process 4 above,  with all children. In case  a child failed to  complete this process satisfactorily, she was tested process 3 and so on. 

B. ARITHMETIC TASKS

All children were  assessed using a simple arithmetic tool. The arithmetic test has 4 process:

  1. Number recognition 1 to 9

  2. Number recognition 10 to 99

  3. Subtraction: 2-digit numerical subtraction problems with borrowing.

  4. Division: 3-digit by 1-digit numerical division problems with remainder.


 Arithmetic tasks would begin with process  3. If the child completed the process  successfully she was tested with process 4. In case she is not successful,  she was  tested through process 2 and so on. 


MPT results

Table 1 and Table 2 shows Reading process and Arithmetic process results respectively for Standard IV students of EDLTWS Raidighi Branch. In table 1 we find that nearly one fifth of students in Standard IV of  all three Schools can not read well standard II texts. In the matter of Arithmetic, we observe in table 2 that more than one half of  the students can not do division

.    

Table I

Number and Per cent children able to read at different levels ( Standard IV) EDLTWS Primary Schools 2019-Raidighi branch

Schools

Not even letters

Letters only

Words only

St I level text 

St II level text

Total

Sriffaltala

1(3.22)

2 (6.45)

2 (6.45)

3 (9.68)

23 (74.2)

31 (100)

Sonatikari

0

0

0

2 (14.29)

12 (85.71)

14 (100)

PurbaJata


0

0

0

0

9(100)

9(100)

Total

1(1.85)


2(3.70)

2(3.70)


5 (9.25)

44 (81.50)

54 (100)

Table 2

Number and Per cent children able to do arithmetic  at different levels ( Standard IV) EDLTWS Primary Schools 2019-Raidighi branch

Schools

Not even recognise 0-9

Recognise 0-9 

Recognise 10-99

Subtraction level

Division level

Total

Sriffaltala

0

3 (9.68)

8 (25.81)

9 (29.03)

11( 35.48)

31(100)

Sonatikari

0

0

2 (14.28)

6 (42.86)

6 (42.86)

14(100)

Purba Jata


0

0

0

1(11.11)

8(88.89)

9 (100)

Total

0

3 (5.55)

10 (18.52)

16 (29.63)

25 (46.30)

54 (100)



India and West Bengal 

Table 3 and Table 4 captured EDLTWS Standard IV students' situations with standard IV students in India and in West Bengal for Reading and Arithmetic respectively. Performance of EDLTWS schools was far better than the State and the country. 

Table 3

Per cent children able to read at different levels ( Standard IV) India West Bengal and EDLTWS  2019


Not even letters

Letters only

Words only

St I level text 

St II level text

Total

India*

7.6 

15.9

16.6

19.3

40.7

100

West Bengal*

7.4 

13.0

16.1

21.5

42.0

100

EDLTWS Raidighi

1.85


3.70

3.70


9.25

81.50

100

Table 4

  Per cent children able to do arithmetic  at different levels ( Standard IV) India , West Bengal and EDLTWS  2019

Schools

Not even recognise 0-9

Recognise 0-9 

Recognise 10-99

Subtraction level

Division level

Total

India*

4.4 

19.2

34.2

24.6

17.6

100

West Bengal*

4.1 

19.6

33.66

21.7

21.1

100

EDLTWS Raidighi

0

5.55

18.52

29.63

46.30

100

  • * information from India and West Bengal from ‘Annual Status of Education Report(Rural) 2018’