Can Schools' Accountability for Learning Be Strengthened from the Grassroots: Investigating the Potential for Community-school Partnerships in India, 2018-2022

Data have been generated as part of an ESRC-funded research project that investigates the potential of community-school partnerships in raising government school children’s learning in rural India. This longitudinal study covers three rounds of in-person surveys and one round of phone survey, which took place during the Covid-19 pandemic. The sample was selected from children attending government schools in primary grades 2, 3, and 4 who had not achieved foundational literacy at the time of the survey. In addition to measuring children’s foundational literacy and numeracy (in all in-person survey rounds), information was collected on each selected child’s household as well as on the schools attended by these children. The baseline survey was conducted between October 2018 and January 2019, and the survey was done for the following units at the baseline: Child, Household, School, Head Teacher, Teacher, and Classroom observations. Similarly, the midline data (i.e., the second survey round) was collected between November 2019 and March 2020. Due to the pandemic, we tracked the sampled children’s households and teachers through a phone survey during the period of school closures (from October – November 2021) to capture the status of education-related activities. The final survey (from December 2021 – January 2022) only collected information on the sample children’s enrolment status and their learning levels after the pandemic.