PARAKH 2024 survey finds students in India struggle with Maths and Science, with learning gaps widening in higher grades and government schools lagging behind.
A recent national survey on school education has painted a sobering picture of the learning levels among students across India—especially in Mathematics. The PARAKH Rashtriya Sarvekshan 2024, conducted under the Union Ministry of Education, has revealed that a large number of school children are struggling with foundational academic skills, particularly as they advance through higher grades.
While the survey highlights some encouraging signs at the early primary level, it also draws attention to pressing concerns like the underperformance in Maths, the lag of government school students, and sharp learning disparities based on geography and social groups. This assessment is one of the first major exercises aligned with the National Education Policy (NEP) 2020, aiming to provide a clearer picture of where India’s education system stands—and where it needs to improve.
What the Survey Covered
Conducted on December 4, 2023, the assessment reached over 21 lakh students across 74,000+ schools in 781 districts, spanning all 36 States and Union Territories. The focus was on Grades 3, 6, and 9, marking key transition points in a student’s educational journey as defined by the NEP. The survey was carried out by PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development), an autonomous body under the NCERT.
Unlike previous editions, which included more grades and subjects, the revamped format assessed three core stages of schooling and focused on fewer but more telling indicators. Students were tested in Language and Mathematics at all three levels, while Science and Social Science were added for Grade 9. Grade 6 students were also evaluated on a subject called ‘The World Around Us’, covering topics related to environment, society, and basic behavioural norms.
Mathematics: The Biggest Concern
Across the board, Mathematics emerged as the most challenging subject. Among Class 3 students, less than 60% could perform simple two-digit addition and subtraction fluently. For Class 6, fewer than half could identify basic number patterns such as odd and even numbers. By Class 9, only 28% of students could solve problems involving percentages—an essential life skill.
This downward trend as students move to higher grades is worrying, especially given that mathematical ability is considered a key predictor of long-term academic and professional success. On average, students in Class 3 scored 60% in Mathematics (compared to 64% in Language), while the score dipped to 46% in Class 6 and further down to 37% in Class 9.
Performance Across Subjects
In Class 6, students were also tested in ‘The World Around Us’, where the average score was 49%, marginally higher than in Maths but still below expectations. Language fared better at 57%, suggesting stronger reading and comprehension skills in the middle grades.
For Class 9, the subject-wise averages were:
- Language: 54%
- Mathematics: 37%
- Science: 40%
- Social Science: 40%
These figures not only reflect a decline in core learning outcomes but also hint at a possible disconnect between classroom instruction and students’ understanding—particularly in subjects requiring analytical and critical thinking.
One major reason for this academic slide, especially in higher grades, is the lingering impact of the COVID-19 pandemic, which significantly disrupted school learning. According to Indrani Bhaduri, CEO and Head of PARAKH, while the NIPUN Bharat Mission has helped improve learning in the early primary years, its impact is yet to be seen in older students.
Why This is Happening
“Learning losses due to the pandemic have been most severe in higher grades. International surveys like PISA and TIMSS reflect the same trend,” she said.
Stark Inequalities Persist
The survey also highlighted gaps in performance between different types of schools, regions, and social groups:
- Government-aided and state government schools consistently lagged behind central and private schools, particularly in Mathematics.
- Students from Scheduled Tribes (STs) had the lowest scores across all subjects and grades. SC and OBC students performed moderately, often showing stronger scores in Language but weak performance in Mathematics.
- A rural-urban divide was also visible. In Class 3, rural students did better in basic subjects, but by Classes 6 and 9, urban students outpaced their rural counterparts in every subject—pointing to resource constraints and instructional quality issues in rural upper primary and secondary schools.
State-Wise Trends
At the top of the performance chart were Punjab, Himachal Pradesh, Kerala, and Chandigarh, states known for relatively robust educational systems. On the other hand, Meghalaya, Lakshadweep, and Uttarakhand were among the lowest performers, across multiple classes and subjects.
The survey team emphasized that wherever less than 50% of students were able to answer questions correctly, it pointed to serious learning gaps that need urgent attention.
Challenges in Science and Social Science
In Science, only 36% of Class 9 students could classify matter based on basic physical and chemical properties. Even fewer—just 33%—could explain how simple electric circuits function or identify the heating and magnetic effects of electricity.
In Social Science, comprehension of core concepts was also low:
- Just 33% could explain natural phenomena like climate, soil formation, or river flow.
- 45% understood the formation of the Indian Constitution and had some awareness of the freedom movement and India’s civilisational heritage.
Girls slightly outperformed boys in Social Science (41% vs. 39%), while boys held a marginal edge in Science (41% vs. 39%).
Next Steps: From Data to Action
In his foreword to the report, School Education Secretary Sanjay Kumar stressed that the findings would guide targeted interventions, from teacher training and community involvement to district-specific planning.
The Ministry plans to roll out workshops at multiple levels—national, regional, state, and district—to interpret the findings and formulate tailored roadmaps. Support will include:
- Short-term measures, like remedial programs
- Mid-term solutions, such as digital content development and pedagogical support
- Long-term strategies, including building a stronger Management Information System (MIS) to track progress
The PARAKH survey offers a reality check on the current state of school education in India. While initiatives like NEP 2020 and NIPUN Bharat have sparked positive change, especially in early grades, the deep learning deficits in Maths and Science, especially in higher classes, demand urgent and sustained action.
Equity, quality teaching, and systemic support are critical if India is to move from measuring learning to meaningfully improving it—for every student, everywhere.
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