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Highlights • We analyse gender disparity in drop out from schools in India. • Gender disparity has fallen over time, but still persists in rural areas. • Disparity is lower at higher levels of school. • Muslim girls fare better than girls from other social groups. Abstract In this paper, we apply survival analysis to examine gender variations in retention at different levels of school education in India. The source of data is the 68th round of the National Sample Survey on Employment and Unemployment, undertaken in 2011–12. Analysis indicates that a high proportion of enrolled students generally complete primary levels. Thereafter, there is a sharp drop-out of both boys and girls. Cohort-wise analysis of survival functions reveals that gender disparity has fallen over time, but persists markedly in rural areas. Although socially backward classes like Muslims lag behind Hindu Forward Castes, girls within the Muslim community are in a relatively better position. Recent government measures to ensure inclusive educational system seem to have had an effect on reducing both drop-outs and the gender gap. [ABSTRACT FROM AUTHOR]

• Naxalite violence and impoverishment combine to limit learning outcomes in India. • Conflict reduces tutoring and increases school absences. • Conflict also affects presence of local teachers and praise of children. • However, some girls experience improved learning outcomes due to Maoist ideology. • Education policy should tackle supply- and demand-side constraints during conflict. This paper investigates the relationship between violent conflict, poverty dynamics and learning outcomes in India. Generalized ordered logistic regressions indicate that Naxal violence is associated with lower outcomes in basic literacy and numeracy, though with variations by gender and poverty trajectory. Mixed methods data, involving panel analysis alongside in-depth interviews in conflict-affected areas, point to supply- and demand-side constraints especially for children in impoverished households. Harassment of girls increased school absence, while interactions with Naxals when travelling to school prompted many boys to stay in hostels during holidays thus limiting absences. Conflict also modified teacher incentives. Understanding how conflict affects acquisition of basic skills is critical in contributing to policies better tailored for marginalised girls and boys. [ABSTRACT FROM AUTHOR]

Abstract: This paper informs debates about the potential role for low-fee private schooling in achieving Education for All goals in India. It reports Young Lives’ longitudinal data for two cohorts (2906 children) in the state of Andhra Pradesh. Eight year olds uptake of private schooling increased from 24 per cent (children born in 1994–5) to 44 per cent (children born in 2001–2). Children from rural areas, lower socioeconomic backgrounds and girls continue to be under represented. While some access gaps decreased, the gender gap seems to be widening. Evidence on risks to equity strengthen the case for an effectively regulated private sector, along with reforms to government sector schools. [Copyright &y& Elsevier]

Summary: This paper documents the extent of inequality of educational opportunity in India spanning the period 1983–2004 using National Sample Surveys. We build on recent developments in the literature that have operationalized concepts of inequality of opportunity theory and construct several indices of inequality of educational opportunity for an adult sample. Kerala stands out as the least opportunity-unequal state. Rajasthan, Gujarat, and Uttar Pradesh experienced large-scale falls in the ranking of inequality of opportunities. By contrast, West Bengal and Orissa made significant progress in reducing inequality of opportunity. We also examine the links between progress toward equality of opportunity and a selection of pro-poor policies. [Copyright &y& Elsevier]