Significant Decline in Middle School Mathematics Learning in Rural Kangra

New Delhi, India Jul 28, 2026 ALN: Dharamshala: A field-based learning assessment conducted across rural Kangra has highlighted a worrying decline in mathematics learning among middle school students while underscoring the crucial role played by government schools in educating rural children, particularly girls.

The Enlightened India Foundation on Tuesday released the findings of its Kangra Rural Learning Assessment 2026, based on direct assessments of 200 children from 20 villages in Kangra district. The report has been shared with state and district authorities with the aim of encouraging evidence-based discussions on the quality of rural education.

According to the survey, only 35 per cent of the children assessed met grade-level conceptual expectations simultaneously in mathematics and science, indicating significant learning gaps despite regular school attendance. This statistic raises critical questions about the effectiveness of current teaching methodologies and the overall educational environment in rural areas.

One of the most concerning findings relates to mathematics, where students experience a steep decline in conceptual understanding during the transition to upper primary classes (Grades 6 to 8). The report notes that the problem is particularly severe among girls, with only 17 per cent demonstrating expected mathematical competency during this stage compared to 47 per cent of boys. This disparity not only highlights gender inequalities in education but also suggests systemic issues that may be affecting the teaching and learning processes in rural schools.

Smita Choudhary, Lead Researcher and President of the Enlightened India Foundation, said the findings had been shared with government officials to ensure they reached policymakers, but stressed that community awareness was equally important. "Our survey shows that while children are physically in classrooms, many are losing conceptual understanding, particularly in mathematics, by the time they reach middle school. At the same time, the findings demonstrate that government schools remain the backbone of education for rural girls and possess significant institutional strengths that deserve greater recognition and support," she said.

The survey also points to disparities in household investment in children’s education. According to the findings, 77 per cent of boys in the sample attended private schools compared to 56 per cent of girls. Boys were also more likely to receive private tuition, with 33.7 per cent receiving additional coaching compared to 24.3 per cent of girls. This unequal access to educational resources not only affects academic outcomes but also perpetuates existing social inequalities, as families may prioritize educational investments based on gender.

As a result, girls depend far more heavily on the public education system, accounting for 71 per cent of government school enrolment in the surveyed sample. This heavy reliance on government schools raises questions about the adequacy of resources and support available to these institutions, which are often underfunded and face challenges in delivering quality education.

Despite catering to a comparatively less-resourced student population, government schools performed competitively in key subjects. While private schools showed a clear advantage in proficiency, with 85 per cent of students meeting expected levels compared to 58 per cent in government schools, the performance gap narrowed considerably in STEM subjects. Government school students recorded 42 per cent competency in mathematics against 46 per cent in private schools, while science scores stood at 65 per cent and 69 per cent, respectively. These findings suggest that government schools, despite their limitations, are capable of delivering quality education when adequately supported.

The report also examined children’s digital habits. Although 89 per cent of surveyed children reported having regular access to smartphones and the internet, only 5 per cent used digital devices exclusively for educational purposes. Most reported spending their online time on games and social media, which the report suggests competes with time available for learning. This trend raises concerns about the digital divide and the effectiveness of integrating technology into education, particularly in rural areas where educational resources may be limited.

Another area of concern identified by the assessment is digital safety. Nearly 46 per cent of the children surveyed had received no form of digital safety education, exposing them to online risks and highlighting the need for structured awareness programmes both in schools and at home. As digital literacy becomes increasingly important in today’s world, ensuring that children are educated about online safety is crucial for their well-being and academic success.

The report revealed that school attendance alone is not sufficient to ensure grade-level learning, with upper primary mathematics emerging as a critical challenge. It also notes that while household educational investments continue to favour boys, government schools have demonstrated notable academic resilience by delivering learning outcomes in mathematics and science comparable to those of private institutions, while serving as the primary educational support system for rural girls. This resilience underscores the need for continued investment and reform in the public education system to ensure that all children, regardless of gender, have access to quality education.

The Enlightened India Foundation, a registered non-profit trust, has been working in rural Kangra for the past five years through a self-funded model. The organisation is run entirely by local young women and focuses on strengthening rural education systems through field-based research and evidence-driven interventions. Their work highlights the importance of local involvement in addressing educational challenges and demonstrates the potential for community-driven solutions to improve learning outcomes in rural areas.

The implications of these findings are significant. They call for urgent action from policymakers to address the educational disparities highlighted in the report, particularly those affecting girls and students in government schools. Additionally, there is a pressing need for targeted interventions that focus on improving mathematics education, enhancing digital literacy, and ensuring that all students have access to the resources they need to succeed academically.

Furthermore, the findings emphasize the importance of community engagement in educational reform. By involving local stakeholders, including parents, teachers, and community leaders, initiatives can be tailored to meet the specific needs of rural students. This collaborative approach can help bridge the gap between school attendance and actual learning outcomes, ensuring that children not only attend school but also acquire the knowledge and skills necessary for their future.

In conclusion, the Kangra Rural Learning Assessment 2026 serves as a crucial reminder of the challenges facing rural education in India. As the country continues to strive for equitable access to quality education, it is essential to address the systemic issues that hinder learning, particularly for marginalized groups. The findings of this report should serve as a catalyst for change, prompting stakeholders at all levels to take action to improve educational outcomes for all children in rural areas.