The Right to Education Act (2009-2024): Quantitative Analysis of Enrollment, Retention, and Learning Outcomes Across Socio-Economic Strata

Abstract

This study examines the impact of India's Right of Children to Free and Compulsory Education Act, 2009 (RTE Act) on enrollment, retention, and learning outcomes across different socio-economic strata from 2009 to 2024. Using nationally representative datasets including the District Information System for Education (DISE), Annual Status of Education Report (ASER), and National Sample Survey (NSS), this quantitative analysis reveals significant increases in enrollment rates, particularly among marginalized communities, with overall school-going rates reaching 97.2% by 2018. However, the analysis uncovers a concerning paradox: while access to education has dramatically improved, learning outcomes have declined substantially, with test scores dropping precipitously after 2010. The study documents persistent disparities across socio-economic lines, with children from lower-income families, rural areas, and disadvantaged social groups experiencing disproportionate challenges in retention and learning achievement. These findings suggest that while the RTE Act has succeeded in expanding educational access, ensuring equitable learning outcomes remains a critical challenge requiring targeted interventions in teacher quality, infrastructure development, and pedagogical approaches.