Gender differences in students' progress from elementary to secondary education in India: who are performing better? (Aug, 10.1007/s10671-021-09302-z, 2021)

This paper analyzes gender differences in the progress of students from elementary to secondary education in India by using India Human Development Survey (2004–05 and 2011–12) panel data. Using a logit model analysis, we have examined how post-enrollment, a child’s family background, household educational inputs and process indicators determine his/her elementary and secondary school completion (SSC). Our findings suggest that even after accounting for school accessibility, family socioeconomic status plays an important role in the manifestation of gender inequality in school progression. Secondary school completion has emerged as the major stumbling block for scheduled castes, scheduled tribes and Muslim children, particularly for girls belonging to low-economic-status households. Family educational inputs and student process indicators are also significant influencers of SSC. We find a significant gap in the performance of private and government school children that narrows as family economic status improves. © 2021, The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd.