Making the Grade? Private Education in Northern India
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Efforts to promote literacy and other forms of educational achievement in India have in recent years entailed policy reforms aimed at de-regulating the provision of primary and secondary education, especially in rural areas. In many States, deregulation has entailed the active promotion of privately-funded education, raising concerns about the motivations and qualifications of private schools and teachers, about social streaming and about the impact that privately-funded schools will have on the government system. Drawing upon a case study of private education in the Indian State of Madhya Pradesh, the following paper explores the ways in which the establishment of four privately-funded schools affected the socio-economic composition of students, the quality of teaching, the involvement of parents and caregivers and the performance and accountability of private school teachers and administrators. As we might expect, enrolment was biased strongly in favour of boys from forward castes, especially after Grade 5. However, the evidence also reveals that the private schools provided important opportunities for girls and children from lower caste families. Moreover, and on the basis of surveys and interviews we conducted with teachers, administrators and parents, the combination of temporary contracts and private payments appears to have created a situation in which teachers and administrators were explicitly concerned about the perceptions and expectations of parents, and parents were involved – or at least interested in – the education of their children. Whether such findings reflect the miracle of ‘market-based approaches’– as opposed to the values and aspirations of higher income families – the findings provide ample justification for further empirical study.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it