Performance, infrastructure, and equity index in elementary education in an Eastern Indian state: a district-level analysis
Abstract The Sustainable Development Goals, the Indian Constitution, and policymakers have emphasized the importance of providing elementary education for children aged 6–14 to achieve full literacy. This study develops a Performance, Infrastructure, and Equity (PIE) index for Odisha’s districts to...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer
2025-06-01
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| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-025-00631-2 |
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| Summary: | Abstract The Sustainable Development Goals, the Indian Constitution, and policymakers have emphasized the importance of providing elementary education for children aged 6–14 to achieve full literacy. This study develops a Performance, Infrastructure, and Equity (PIE) index for Odisha’s districts to evaluate the status and quality of elementary education. Utilizing data from the National Achievement Survey (NAS) 2021 for student performance and the Unified District Information System for Education Plus (UDISE+) for infrastructure, the study employs Principal Component Analysis (PCA) to construct the PIE index. It assesses student performance in mathematics and language across classes 3, 5, and 8, and examines equity gaps among gender, urban-rural divide, and SC/ST and non-SC/ST students. Infrastructure factors include computer availability, toilet facilities, building permanence, water and electricity access, library resources, medical provisions, and teacher availability. The study reveals significant disparities across Odisha’s districts in performance, infrastructure, and equity indices. While some districts excel, others exhibit notable deficiencies. Performance varies markedly between classes, with declining averages observed from class 3 to class 8, particularly in mathematics compared to language. Inter-district disparities in the final PIE index highlight varied educational quality across the state, underscoring successes and areas needing improvement. Despite progress in literacy rates, Odisha faces persistent challenges in ensuring quality education across districts, encompassing performance, infrastructure, and equity dimensions. Addressing these disparities necessitates increased financial investment in education and targeted policy interventions to foster balanced regional development and equitable educational access statewide. |
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| ISSN: | 2731-5525 |