Quality of Learning Performance (1990-2020) School Education: A Trend Analysis

Abstract

This study examines the trends in the quality of learning performance in school education from 1990 to 2020. Over the past three decades, significant transformations in educational policies, teaching methodologies, and technological advancements have influenced student learning outcomes. This trend analysis evaluates key indicators such as literacy rates, standardized test scores, dropout rates, and disparities in learning performance across different regions and socio-economic groups. The study utilizes data from national and international assessments, government reports, and academic research to identify patterns of improvement and challenges in school education. Findings suggest that while overall learning performance has improved due to increased access to education, curriculum reforms, and digital learning tools, gaps in quality persist. Factors such as socio-economic status, teacher effectiveness, and policy implementation continue to impact student achievement. The analysis also highlights the role of globalization and digital education in shaping learning outcomes in the 21st century. Despite progress, disparities in educational quality remain a concern, necessitating policy interventions to ensure equitable learning opportunities. The study concludes by recommending strategies for sustaining improvements in learning performance through evidence-based policies and inclusive educational practices.

Introduction

The current focus in educational development emphasizes quality of learning, measured by academic achievement and learning outcomes, especially in school education. Governments worldwide integrate education into national development to promote social and economic welfare, aligning with global initiatives like the Sustainable Development Goals that target improving quality of life for disadvantaged groups.

While universal access, enrollment, and retention in elementary education have nearly been achieved, the quality of learning remains a significant challenge. Numerous national studies over three decades (1990–2020) have assessed learning achievement trends, focusing on overall performance, gender, rural-urban, and social class disparities.

Key Findings:

• Learning Achievement:
  Studies indicate consistently low to moderate levels of achievement, especially in mathematics, with some improvement in language skills. Despite interventions like the RTE Act (2009) and programs like DPEP and SSA, the goal of quality education has not been fully met. Learning deficits increase from lower to higher grades, and many children fail to meet expected competencies.

• Gender Differences:
  Historically, boys outperformed girls, but recent research shows girls have caught up or even surpassed boys in many subjects. The gender gap in achievement has narrowed significantly, indicating progress toward gender equality in education.

• Rural-Urban Differences:
  Results are mixed: some studies show rural students performing better, others find urban students ahead. Generally, urban students tend to have an advantage, but rural students' achievements have shown noteworthy improvement despite disadvantages.

• Social Class Differences:
  Students from socially disadvantaged groups (Scheduled Castes, Scheduled Tribes, Other Backward Classes) consistently score lower than their more advantaged peers. Social inequality remains a persistent barrier to equal educational outcomes.

Conclusion

1) Learning achievement level of school going students has remained nearly average or below average in mathematics and language over the period 1990-2000. There has not been substantial improvement in levels of learning inspite of a number of intervention programmes for enhancing school effectiveness and teacher efficacy. 2) The gender differences in learning achievement, as intended to be disvaouring girl child in elementary education do not show a significance. On the other hand, girls have been reported to excel boys in language and mathematics in some researches – an indication of gender equality in educational attainment. 3) There have been lesser signs of rural-urban divide in learning achievement of elementary school students. Generally, the levels of achievement being low to moderate do not show much variation across rural and urban location of a school or residential background of school going children. 4) The learning achievement of school students shows wide variation across social disadvantage disfavouring to SC and OBC students over the period 1990 to 2020. The performance of the disadvantaged students is markedly low for literacy and numeracy skills – foundations of learning skills – to be knowledgeable citizens in adult life. These results are suggestive of fact that quality of school education has not shown an improvement over three decades. As it is evident that incremental value in human development index – longevity of life, health, educational status and income – may be attributed to increase in participation of children for universal school education, it is need of the hour to focus on quality of learning – especially in Covid-19 affected educational system which is opening up after a closure of 9-10 month, with new norms and blended mode of learning.

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Copyright © 2025 Ms. Kiran Bala, Parmesher Singh. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.