Deprecated (16384): The ArrayAccess methods will be removed in 4.0.0.Use getParam(), getData() and getQuery() instead. - /home/brlfuser/public_html/src/Controller/ArtileDetailController.php, line: 73
 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php. [CORE/src/Core/functions.php, line 311]
Code Context


        trigger_error($message, E_USER_DEPRECATED);

    }
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 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php.'
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deprecationWarning - CORE/src/Core/functions.php, line 311
Cake\Http\ServerRequest::offsetGet() - CORE/src/Http/ServerRequest.php, line 2421
App\Controller\ArtileDetailController::printArticle() - APP/Controller/ArtileDetailController.php, line 73
Cake\Controller\Controller::invokeAction() - CORE/src/Controller/Controller.php, line 610
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 120
Cake\Http\ActionDispatcher::dispatch() - CORE/src/Http/ActionDispatcher.php, line 94
Cake\Http\BaseApplication::__invoke() - CORE/src/Http/BaseApplication.php, line 235
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\RoutingMiddleware::__invoke() - CORE/src/Routing/Middleware/RoutingMiddleware.php, line 162
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\AssetMiddleware::__invoke() - CORE/src/Routing/Middleware/AssetMiddleware.php, line 88
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Error\Middleware\ErrorHandlerMiddleware::__invoke() - CORE/src/Error/Middleware/ErrorHandlerMiddleware.php, line 96
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Http\Runner::run() - CORE/src/Http/Runner.php, line 51
Cake\Http\Server::run() - CORE/src/Http/Server.php, line 98

Deprecated (16384): The ArrayAccess methods will be removed in 4.0.0.Use getParam(), getData() and getQuery() instead. - /home/brlfuser/public_html/src/Controller/ArtileDetailController.php, line: 74
 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php. [CORE/src/Core/functions.php, line 311]
Code Context


        trigger_error($message, E_USER_DEPRECATED);

    }
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 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php.'
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deprecationWarning - CORE/src/Core/functions.php, line 311
Cake\Http\ServerRequest::offsetGet() - CORE/src/Http/ServerRequest.php, line 2421
App\Controller\ArtileDetailController::printArticle() - APP/Controller/ArtileDetailController.php, line 74
Cake\Controller\Controller::invokeAction() - CORE/src/Controller/Controller.php, line 610
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 120
Cake\Http\ActionDispatcher::dispatch() - CORE/src/Http/ActionDispatcher.php, line 94
Cake\Http\BaseApplication::__invoke() - CORE/src/Http/BaseApplication.php, line 235
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\RoutingMiddleware::__invoke() - CORE/src/Routing/Middleware/RoutingMiddleware.php, line 162
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\AssetMiddleware::__invoke() - CORE/src/Routing/Middleware/AssetMiddleware.php, line 88
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Error\Middleware\ErrorHandlerMiddleware::__invoke() - CORE/src/Error/Middleware/ErrorHandlerMiddleware.php, line 96
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Http\Runner::run() - CORE/src/Http/Runner.php, line 51
Cake\Http\Server::run() - CORE/src/Http/Server.php, line 98

Warning (512): Unable to emit headers. Headers sent in file=/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Error/Debugger.php line=853 [CORE/src/Http/ResponseEmitter.php, line 48]
Code Context
            if (Configure::read('debug')) {

                trigger_error($message, E_USER_WARNING);

            } else {
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    <link rel="canonical" href="https://im4change.in/<pre class="cake-error"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67f7c907af445-trace').style.display = (document.getElementById('cakeErr67f7c907af445-trace').style.display == 'none' ? '' : 'none');"><b>Notice</b> (8)</a>: Undefined variable: urlPrefix [<b>APP/Template/Layout/printlayout.ctp</b>, line <b>8</b>]<div id="cakeErr67f7c907af445-trace" class="cake-stack-trace" style="display: none;"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67f7c907af445-code').style.display = (document.getElementById('cakeErr67f7c907af445-code').style.display == 'none' ? '' : 'none')">Code</a> <a href="javascript:void(0);" onclick="document.getElementById('cakeErr67f7c907af445-context').style.display = (document.getElementById('cakeErr67f7c907af445-context').style.display == 'none' ? '' : 'none')">Context</a><pre id="cakeErr67f7c907af445-code" class="cake-code-dump" style="display: none;"><code><span style="color: #000000"><span style="color: #0000BB"></span><span style="color: #007700">&lt;</span><span style="color: #0000BB">head</span><span style="color: #007700">&gt;
</span></span></code>
<span class="code-highlight"><code><span style="color: #000000">&nbsp;&nbsp;&nbsp;&nbsp;&lt;link&nbsp;rel="canonical"&nbsp;href="<span style="color: #0000BB">&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">Configure</span><span style="color: #007700">::</span><span style="color: #0000BB">read</span><span style="color: #007700">(</span><span style="color: #DD0000">'SITE_URL'</span><span style="color: #007700">);&nbsp;</span><span style="color: #0000BB">?&gt;&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">$urlPrefix</span><span style="color: #007700">;</span><span style="color: #0000BB">?&gt;&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">$article_current</span><span style="color: #007700">-&gt;</span><span style="color: #0000BB">category</span><span style="color: #007700">-&gt;</span><span style="color: #0000BB">slug</span><span style="color: #007700">;&nbsp;</span><span style="color: #0000BB">?&gt;</span>/<span style="color: #0000BB">&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">$article_current</span><span style="color: #007700">-&gt;</span><span style="color: #0000BB">seo_url</span><span style="color: #007700">;&nbsp;</span><span style="color: #0000BB">?&gt;</span>.html"/&gt;
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</span></span></code></pre><pre id="cakeErr67f7c907af445-context" class="cake-context" style="display: none;">$viewFile = &#039;/home/brlfuser/public_html/src/Template/Layout/printlayout.ctp&#039;
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-TheWire.in&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
The ASER report paints a grim picture of what is (not) happening in Bihar&amp;rsquo;s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong.&lt;br /&gt;
&lt;br /&gt;
Yet, the media&amp;rsquo;s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools &amp;ndash; and they show a big gap.&lt;br /&gt;
&lt;br /&gt;
For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis.&lt;br /&gt;
&lt;br /&gt;
To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400.&lt;br /&gt;
&lt;br /&gt;
It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive.&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;Look at &amp;ldquo;value-added&amp;rdquo; for similar children&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
What we really care about is the &amp;ldquo;value added&amp;rdquo; for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the &amp;ldquo;value added&amp;rdquo; for similar children.&lt;br /&gt;
&lt;br /&gt;
Children in government and private schools are different: So different that the entire gap between government and private schools can in many states be explained only by students&amp;rsquo; family backgrounds, not the value added by the school. This was pointed out by the director of the ASER Centre in their 2014 report.&lt;br /&gt;
&lt;br /&gt;
The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://thewire.in/education/aser-2018-report-learning-crisis&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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-TheWire.in

Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.

The ASER report paints a grim picture of what is (not) happening in Bihar&amp;rsquo;s schools. Only...&#039;,
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&lt;br /&gt;
&lt;em&gt;Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
The ASER report paints a grim picture of what is (not) happening in Bihar&amp;rsquo;s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong.&lt;br /&gt;
&lt;br /&gt;
Yet, the media&amp;rsquo;s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools &amp;ndash; and they show a big gap.&lt;br /&gt;
&lt;br /&gt;
For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis.&lt;br /&gt;
&lt;br /&gt;
To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400.&lt;br /&gt;
&lt;br /&gt;
It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive.&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;Look at &amp;ldquo;value-added&amp;rdquo; for similar children&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
What we really care about is the &amp;ldquo;value added&amp;rdquo; for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the &amp;ldquo;value added&amp;rdquo; for similar children.&lt;br /&gt;
&lt;br /&gt;
Children in government and private schools are different: So different that the entire gap between government and private schools can in many states be explained only by students&amp;rsquo; family backgrounds, not the value added by the school. This was pointed out by the director of the ASER Centre in their 2014 report.&lt;br /&gt;
&lt;br /&gt;
The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://thewire.in/education/aser-2018-report-learning-crisis&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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-TheWire.in

Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.

The ASER report paints a grim picture of what is (not) happening in Bihar&amp;rsquo;s schools. Only...&#039;
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Cake\View\View::_render() - CORE/src/View/View.php, line 1374
Cake\View\View::renderLayout() - CORE/src/View/View.php, line 927
Cake\View\View::render() - CORE/src/View/View.php, line 885
Cake\Controller\Controller::render() - CORE/src/Controller/Controller.php, line 791
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 126
Cake\Http\ActionDispatcher::dispatch() - CORE/src/Http/ActionDispatcher.php, line 94
Cake\Http\BaseApplication::__invoke() - CORE/src/Http/BaseApplication.php, line 235
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-TheWire.in

Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.

The ASER report paints a grim picture of what is (not) happening in Bihar&rsquo;s schools. Only..."/>
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                <strong>Neither Private Schools nor Technology Will Solve India&#039;s Learning Crisis -Rakesh Kumar Rajak and Martin Haus</strong></h1>
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                <div align="justify">-TheWire.in<br /><br /><em>Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.<br /></em><br />The ASER report paints a grim picture of what is (not) happening in Bihar&rsquo;s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong.<br /><br />Yet, the media&rsquo;s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools &ndash; and they show a big gap.<br /><br />For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis.<br /><br />To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400.<br /><br />It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive.<br /><br /><em>Look at &ldquo;value-added&rdquo; for similar children<br /></em><br />What we really care about is the &ldquo;value added&rdquo; for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the &ldquo;value added&rdquo; for similar children.<br /><br />Children in government and private schools are different: So different that the entire gap between government and private schools can in many states be explained only by students&rsquo; family backgrounds, not the value added by the school. This was pointed out by the director of the ASER Centre in their 2014 report.<br /><br />The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition.<br /><br />Please <a href="https://thewire.in/education/aser-2018-report-learning-crisis" title="https://thewire.in/education/aser-2018-report-learning-crisis">click here</a> to read more. <br /></div>               </font>
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-TheWire.in&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
The ASER report paints a grim picture of what is (not) happening in Bihar&amp;rsquo;s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong.&lt;br /&gt;
&lt;br /&gt;
Yet, the media&amp;rsquo;s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools &amp;ndash; and they show a big gap.&lt;br /&gt;
&lt;br /&gt;
For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis.&lt;br /&gt;
&lt;br /&gt;
To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400.&lt;br /&gt;
&lt;br /&gt;
It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive.&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;Look at &amp;ldquo;value-added&amp;rdquo; for similar children&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
What we really care about is the &amp;ldquo;value added&amp;rdquo; for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the &amp;ldquo;value added&amp;rdquo; for similar children.&lt;br /&gt;
&lt;br /&gt;
Children in government and private schools are different: So different that the entire gap between government and private schools can in many states be explained only by students&amp;rsquo; family backgrounds, not the value added by the school. This was pointed out by the director of the ASER Centre in their 2014 report.&lt;br /&gt;
&lt;br /&gt;
The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://thewire.in/education/aser-2018-report-learning-crisis&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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-TheWire.in

Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.

The ASER report paints a grim picture of what is (not) happening in Bihar&amp;rsquo;s schools. Only...&#039;,
	&#039;disp&#039; =&gt; &#039;&lt;div align=&quot;justify&quot;&gt;-TheWire.in&lt;br /&gt;&lt;br /&gt;&lt;em&gt;Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.&lt;br /&gt;&lt;/em&gt;&lt;br /&gt;The ASER report paints a grim picture of what is (not) happening in Bihar&amp;rsquo;s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong.&lt;br /&gt;&lt;br /&gt;Yet, the media&amp;rsquo;s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools &amp;ndash; and they show a big gap.&lt;br /&gt;&lt;br /&gt;For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis.&lt;br /&gt;&lt;br /&gt;To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400.&lt;br /&gt;&lt;br /&gt;It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive.&lt;br /&gt;&lt;br /&gt;&lt;em&gt;Look at &amp;ldquo;value-added&amp;rdquo; for similar children&lt;br /&gt;&lt;/em&gt;&lt;br /&gt;What we really care about is the &amp;ldquo;value added&amp;rdquo; for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the &amp;ldquo;value added&amp;rdquo; for similar children.&lt;br /&gt;&lt;br /&gt;Children in government and private schools are different: So different that the entire gap between government and private schools can in many states be explained only by students&amp;rsquo; family backgrounds, not the value added by the school. This was pointed out by the director of the ASER Centre in their 2014 report.&lt;br /&gt;&lt;br /&gt;The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition.&lt;br /&gt;&lt;br /&gt;Please &lt;a href=&quot;https://thewire.in/education/aser-2018-report-learning-crisis&quot; title=&quot;https://thewire.in/education/aser-2018-report-learning-crisis&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;&lt;/div&gt;&#039;,
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&lt;br /&gt;
&lt;em&gt;Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
The ASER report paints a grim picture of what is (not) happening in Bihar&amp;rsquo;s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong.&lt;br /&gt;
&lt;br /&gt;
Yet, the media&amp;rsquo;s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools &amp;ndash; and they show a big gap.&lt;br /&gt;
&lt;br /&gt;
For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis.&lt;br /&gt;
&lt;br /&gt;
To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400.&lt;br /&gt;
&lt;br /&gt;
It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive.&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;Look at &amp;ldquo;value-added&amp;rdquo; for similar children&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
What we really care about is the &amp;ldquo;value added&amp;rdquo; for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the &amp;ldquo;value added&amp;rdquo; for similar children.&lt;br /&gt;
&lt;br /&gt;
Children in government and private schools are different: So different that the entire gap between government and private schools can in many states be explained only by students&amp;rsquo; family backgrounds, not the value added by the school. This was pointed out by the director of the ASER Centre in their 2014 report.&lt;br /&gt;
&lt;br /&gt;
The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://thewire.in/education/aser-2018-report-learning-crisis&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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-TheWire.in

Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.

The ASER report paints a grim picture of what is (not) happening in Bihar&amp;rsquo;s schools. Only...&#039;
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Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.

The ASER report paints a grim picture of what is (not) happening in Bihar&rsquo;s schools. Only..."/>
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                <strong>Neither Private Schools nor Technology Will Solve India&#039;s Learning Crisis -Rakesh Kumar Rajak and Martin Haus</strong></h1>
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                <div align="justify">-TheWire.in<br /><br /><em>Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.<br /></em><br />The ASER report paints a grim picture of what is (not) happening in Bihar&rsquo;s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong.<br /><br />Yet, the media&rsquo;s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools &ndash; and they show a big gap.<br /><br />For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis.<br /><br />To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400.<br /><br />It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive.<br /><br /><em>Look at &ldquo;value-added&rdquo; for similar children<br /></em><br />What we really care about is the &ldquo;value added&rdquo; for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the &ldquo;value added&rdquo; for similar children.<br /><br />Children in government and private schools are different: So different that the entire gap between government and private schools can in many states be explained only by students&rsquo; family backgrounds, not the value added by the school. This was pointed out by the director of the ASER Centre in their 2014 report.<br /><br />The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition.<br /><br />Please <a href="https://thewire.in/education/aser-2018-report-learning-crisis" title="https://thewire.in/education/aser-2018-report-learning-crisis">click here</a> to read more. <br /></div>               </font>
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-TheWire.in&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
The ASER report paints a grim picture of what is (not) happening in Bihar&amp;rsquo;s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong.&lt;br /&gt;
&lt;br /&gt;
Yet, the media&amp;rsquo;s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools &amp;ndash; and they show a big gap.&lt;br /&gt;
&lt;br /&gt;
For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis.&lt;br /&gt;
&lt;br /&gt;
To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400.&lt;br /&gt;
&lt;br /&gt;
It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive.&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;Look at &amp;ldquo;value-added&amp;rdquo; for similar children&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
What we really care about is the &amp;ldquo;value added&amp;rdquo; for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the &amp;ldquo;value added&amp;rdquo; for similar children.&lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://thewire.in/education/aser-2018-report-learning-crisis&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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-TheWire.in

Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.

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&lt;br /&gt;
&lt;em&gt;Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
The ASER report paints a grim picture of what is (not) happening in Bihar&amp;rsquo;s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong.&lt;br /&gt;
&lt;br /&gt;
Yet, the media&amp;rsquo;s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools &amp;ndash; and they show a big gap.&lt;br /&gt;
&lt;br /&gt;
For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis.&lt;br /&gt;
&lt;br /&gt;
To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400.&lt;br /&gt;
&lt;br /&gt;
It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive.&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;Look at &amp;ldquo;value-added&amp;rdquo; for similar children&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
What we really care about is the &amp;ldquo;value added&amp;rdquo; for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the &amp;ldquo;value added&amp;rdquo; for similar children.&lt;br /&gt;
&lt;br /&gt;
Children in government and private schools are different: So different that the entire gap between government and private schools can in many states be explained only by students&amp;rsquo; family backgrounds, not the value added by the school. This was pointed out by the director of the ASER Centre in their 2014 report.&lt;br /&gt;
&lt;br /&gt;
The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://thewire.in/education/aser-2018-report-learning-crisis&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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-TheWire.in

Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.

The ASER report paints a grim picture of what is (not) happening in Bihar&amp;rsquo;s schools. Only...&#039;
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Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.

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                <strong>Neither Private Schools nor Technology Will Solve India&#039;s Learning Crisis -Rakesh Kumar Rajak and Martin Haus</strong></h1>
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                <div align="justify">-TheWire.in<br /><br /><em>Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.<br /></em><br />The ASER report paints a grim picture of what is (not) happening in Bihar&rsquo;s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong.<br /><br />Yet, the media&rsquo;s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools &ndash; and they show a big gap.<br /><br />For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis.<br /><br />To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400.<br /><br />It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive.<br /><br /><em>Look at &ldquo;value-added&rdquo; for similar children<br /></em><br />What we really care about is the &ldquo;value added&rdquo; for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the &ldquo;value added&rdquo; for similar children.<br /><br />Children in government and private schools are different: So different that the entire gap between government and private schools can in many states be explained only by students&rsquo; family backgrounds, not the value added by the school. This was pointed out by the director of the ASER Centre in their 2014 report.<br /><br />The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition.<br /><br />Please <a href="https://thewire.in/education/aser-2018-report-learning-crisis" title="https://thewire.in/education/aser-2018-report-learning-crisis">click here</a> to read more. <br /></div>               </font>
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-TheWire.in<br />
<br />
<em>Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.<br />
</em><br />
The ASER report paints a grim picture of what is (not) happening in Bihar&rsquo;s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong.<br />
<br />
Yet, the media&rsquo;s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools &ndash; and they show a big gap.<br />
<br />
For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis.<br />
<br />
To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400.<br />
<br />
It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive.<br />
<br />
<em>Look at &ldquo;value-added&rdquo; for similar children<br />
</em><br />
What we really care about is the &ldquo;value added&rdquo; for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the &ldquo;value added&rdquo; for similar children.<br />
<br />
Children in government and private schools are different: So different that the entire gap between government and private schools can in many states be explained only by students&rsquo; family backgrounds, not the value added by the school. This was pointed out by the director of the ASER Centre in their 2014 report.<br />
<br />
The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition.<br />
<br />
Please <a href="https://thewire.in/education/aser-2018-report-learning-crisis">click here</a> to read more. <br />
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-TheWire.in

Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.

The ASER report paints a grim picture of what is (not) happening in Bihar&rsquo;s schools. Only...',
	'disp' => '<div align="justify">-TheWire.in<br /><br /><em>Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.<br /></em><br />The ASER report paints a grim picture of what is (not) happening in Bihar&rsquo;s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong.<br /><br />Yet, the media&rsquo;s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools &ndash; and they show a big gap.<br /><br />For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis.<br /><br />To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400.<br /><br />It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive.<br /><br /><em>Look at &ldquo;value-added&rdquo; for similar children<br /></em><br />What we really care about is the &ldquo;value added&rdquo; for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the &ldquo;value added&rdquo; for similar children.<br /><br />Children in government and private schools are different: So different that the entire gap between government and private schools can in many states be explained only by students&rsquo; family backgrounds, not the value added by the school. This was pointed out by the director of the ASER Centre in their 2014 report.<br /><br />The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition.<br /><br />Please <a href="https://thewire.in/education/aser-2018-report-learning-crisis" title="https://thewire.in/education/aser-2018-report-learning-crisis">click here</a> to read more. <br /></div>',
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-TheWire.in<br />
<br />
<em>Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.<br />
</em><br />
The ASER report paints a grim picture of what is (not) happening in Bihar&rsquo;s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong.<br />
<br />
Yet, the media&rsquo;s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools &ndash; and they show a big gap.<br />
<br />
For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis.<br />
<br />
To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400.<br />
<br />
It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive.<br />
<br />
<em>Look at &ldquo;value-added&rdquo; for similar children<br />
</em><br />
What we really care about is the &ldquo;value added&rdquo; for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the &ldquo;value added&rdquo; for similar children.<br />
<br />
Children in government and private schools are different: So different that the entire gap between government and private schools can in many states be explained only by students&rsquo; family backgrounds, not the value added by the school. This was pointed out by the director of the ASER Centre in their 2014 report.<br />
<br />
The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition.<br />
<br />
Please <a href="https://thewire.in/education/aser-2018-report-learning-crisis">click here</a> to read more. <br />
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$metaTitle = 'LATEST NEWS UPDATES | Neither Private Schools nor Technology Will Solve India&#039;s Learning Crisis -Rakesh Kumar Rajak and Martin Haus'
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-TheWire.in

Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.

The ASER report paints a grim picture of what is (not) happening in Bihar&rsquo;s schools. Only...'
$disp = '<div align="justify">-TheWire.in<br /><br /><em>Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets.<br /></em><br />The ASER report paints a grim picture of what is (not) happening in Bihar&rsquo;s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong.<br /><br />Yet, the media&rsquo;s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools &ndash; and they show a big gap.<br /><br />For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis.<br /><br />To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400.<br /><br />It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive.<br /><br /><em>Look at &ldquo;value-added&rdquo; for similar children<br /></em><br />What we really care about is the &ldquo;value added&rdquo; for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the &ldquo;value added&rdquo; for similar children.<br /><br />Children in government and private schools are different: So different that the entire gap between government and private schools can in many states be explained only by students&rsquo; family backgrounds, not the value added by the school. This was pointed out by the director of the ASER Centre in their 2014 report.<br /><br />The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition.<br /><br />Please <a href="https://thewire.in/education/aser-2018-report-learning-crisis" title="https://thewire.in/education/aser-2018-report-learning-crisis">click here</a> to read more. <br /></div>'
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Neither Private Schools nor Technology Will Solve India's Learning Crisis -Rakesh Kumar Rajak and Martin Haus

-TheWire.in Reports on education ignore the fact that students in public and private schools are vastly different. Reform is necessary, but there are no silver bullets. The ASER report paints a grim picture of what is (not) happening in Bihar’s schools. Only around 24% percent of children in Class III can read a Class II text. A little more than half the enrolled children are present on any given day. More than half of the children in government schools take private tuition. Something is seriously wrong. Yet, the media’s coverage of the ASER report conjures a binary that does not exist. The tables show absolute learning levels of children in governmental vs private schools – and they show a big gap. For instance, the ability of Class III children to read a Class II text is very different depending on the type of school: in government schools, the figure is as low as 12%, in private schools it is 62%. Many commentators jump to conclusions and decry the state of public education (rightly so), but they make a fundamental analytical mistake. This builds to a misleading narrative, fueling a privatisation trend that is counterproductive to solving the learning crisis. To avoid jargon, let us draw up an analogy: imagine a report on the performance of banks. The increase in wealth per customer is compared. On one side is an upmarket private bank; on the other is a rural co-operative bank. The average wealth increase in the private bank is Rs 1 lakh. In the rural co-operative bank, it is a meagre Rs 400. It would be a fallacy to assume that if everybody opened an account with a private bank, they would become rich. The wealth to begin with, for example, was much higher in one group. An increase of Rs 1 lakh for someone valued at Rs 10 crore might still be below inflation. A Rs 400 increase over a starting balance of Rs 5,000, however, would be quite impressive. Look at “value-added” for similar children What we really care about is the “value added” for similar wealth in different banks (like an interest rate). The same applies to schools. The report should highlight the “value added” for similar children. Children in government and private schools are different: So different that the entire gap between government and private schools can in many states be explained only by students’ family backgrounds, not the value added by the school. This was pointed out by the director of the ASER Centre in their 2014 report. The 2018 ASER report also shows, for instance, that private tuition patterns differ between children attending government and private schools. Private school children receive more expensive tuition. Please click here to read more.