Sampurna Shiksha Kavach – Dumka

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An initiative under the supervision of Dumka district administration.

Providing learning acceleration to students in government schools in Dumka

Sampurna Shiksha Kavach (https://askfilo.com/sampurna-shiksha-kavach) is transforming education for students in government schools by providing holistic, end-to-end learning solutions tailored to their needs. For the first time, students in this underserved region benefit from eight innovative components which were earlier exclusively accessed by students in metros & tier 1 cities: 1) 24×7 instant access (within 60 seconds) to live teachers for 1:1 sessions, 2) Live Interactive Digital Classrooms, 3) In-school Reinforcement Classes, 4) Comprehensive Academic Content, 5) Super 30 Batches for JEE, NEET, and CUET, 6) Support for At-Risk Students, 7) Periodic Assessments, and 8) Career Counseling.

Rooted in research from Harvard and other leading institutions, this initiative addresses learning gaps, accelerates grade-level progress, and ensures equitable access to quality education. Instead of just remediation, experts are recommending an approach known as accelerated learning. The term itself is a bit of a misnomer since it’s not about simply speeding through the curriculum. Rather, it’s about keeping students motivated through grade-appropriate work; or another way of thinking about it is “just-in-time” interventions – the right type or amount of support at the right time – to fill in gaps or build advance learning.  – Harvard | Graduate School of education

Students in accelerated classrooms thrived, completing 27% more grade-level lessons than their remediated peers. Meanwhile, remediated students not only continue to struggle, but fall even further behind in their learning, getting caught in a cycle of missing more and more grade-appropriate content. – Harvard | Graduate School of education

By focusing on marginalized children—especially girls and those from poor, rural backgrounds—Sampurna Shiksha Kavach fosters equity in education and a brighter academic future.

Focused on providing equitable learning opportunities to students from all backgrounds

Educational inequity remains a significant challenge, particularly for marginalized groups such as rural children and girls, who often lack access to additional resources. This disparity is compounded by the absence of guidance outside the classroom, leaving students to grapple with doubts and self-paced learning challenges. Non-linear learning gaps further hinder progress, making it difficult for students to achieve grade-level proficiency without targeted interventions.

Additionally, the diverse stages in students’ learning journeys highlight the ineffectiveness of one-size-fits-all solutions, as individualized attention is crucial. Irregular attendance due to personal, social, or logistical issues further disrupts academic progress, emphasizing the need for flexible, supportive educational strategies to address these multifaceted barriers.

Solving these problems is crucial for unlocking the full academic potential of every student, ensuring they gain the skills and confidence needed for long-term success. By providing personalized learning, continuous academic support, and 24×7 instant access to live teachers, we can reduce dropout rates. Furthermore, this program also improves passing percentages in government schools . Specialized preparation batches for competitive exams like JEE, NEET, and CUET will enable students from rural areas to compete on equal footing and enter premier institutes for higher studies.

Ultimately, addressing these challenges empowers students, ensures equitable education, and fosters long-term academic and career success, contributing to the development of both individuals and communities.

Program is designed in such a way that it support students performing behind grade level as well as high performing students

The program aims to achieve comprehensive curriculum coverage to enhance the pass percentage in schools across the district, ensuring no student is left behind. A key focus is providing 24×7 learning support to reduce dropout rates among at-risk students, particularly girls and those from underprivileged backgrounds. By building a robust educational foundation, the initiative seeks to prepare students for competitive exams like JEE, NEET, and CUET, paving the way for higher education opportunities.

Additionally, the program emphasizes improving students’ understanding and academic performance through high-quality learning materials and personalized counseling. These efforts are designed to create a level playing field, empowering all students to achieve their full potential regardless of their socioeconomic background.

About the Project

Abstract

COVID-19 induced school closures have caused learning losses on a massive scale, especially in rural areas in India. Post-school reopening, various state governments adopted a range of programmes to bridge the learning gaps in schools and support learning recovery. Dumka district, a remote and aspirational district in Jharkhand, introduced an innovative and one-of-its-kind learning intervention by providing tech-driven learning acceleration to students with 24×7 access to instant-teaching, in an effort to make education more inclusive and resilient. Accelerated learning is an emerging practice that involves keeping students motivated through grade-appropriate work; using “just-in- time” interventions to fill in gaps in learning.

In this context, this study analyses the impact of the tech-driven Learning Acceleration programme adopted in Dumka, and the impact of this approach in addressing student’s learning gaps and enhancing their learning levels. This study examines the learning outcomes of randomly selected sample students from control and treatment groups. The control group included students who had no exposure to the project, while the treatment group included students who were exposed to the tech driven learning acceleration program. The performance of students was evaluated in Maths subject through the baseline and endline learning assessments deployed during the project and also, based on student’s interaction with the platform.

The impact of the program for students from different socio-economic backgrounds has also been assessed to analyse how useful has been the program to build equity for students from disadvantaged backgrounds.

To address these challenges, Dumka district introduced an innovative learning intervention by providing tech-driven learning acceleration to students in an effort to bridge the learning gaps in schools and support learning recovery. The project provides unlimited instant access to live teachers who are available 24×7 to all the students.

The objective of the intervention is to introduce the next phase of digital learning in India through the implementation of tech-driven personalised learning, and accelerated learning growth to students. The features of the program includes:

• Provide personalised learning focusing on “just-in-time” interventions — the right type or amount of support at the right time
• Introduce student-centered learning approaches to further improve existing learning outcomes
• Provide one-on-one student-teacher interactions through online live tutoring sessions
• Provide virtual 24×7 learning support to help students get a strong grasp on foundational concepts
• Enables customization of live sessions in regional language making it more accessible to students

The program is introduced for students from 27 government schools in the district with Science Stream in Grade 11 and 12. Students got access to 24×7 instant-teaching for subjects including Mathematics, Biology, Physics and Chemistry. The aim of the project was to improve learning outcomes by closing learning gaps and provide quality education to underprivileged students. This impact assessment analyses the outcomes of the tech-driven learning acceleration intervention implemented in Dumka district.

Learning Acceleration and 24×7 Instant-Teaching

Learning acceleration is the process of getting students ready for their new grade-level learning without holding them back for their pre-existing learning gaps. Past concepts and skills are addressed, just-in-time, in the purposeful context of the new learning.

 Learning acceleration is an innovative practice to bridge gaps in students’ learning. In India, various learning remediation programs have been introduced at the state and national level as an approach for learning recovery to overcome non-linear learning gaps aggregated over the years, specially during COVID-19. These programs focussed on curriculum centred teaching, rather than student centred learning. Various studies have shown that this approach is not very effective to cater to varied learning levels and can actually exacerbate learning loss. An emerging practice to effectively and equitable close learning gaps is learning acceleration.

For example, instead of spending weeks covering an entire missed unit in math, teachers can look ahead at the grade-level standards to determine what are the most important skills students need to have and can design scaffolds — specific supports — to help students with understanding key literary concepts and filling in missed background knowledge. The teacher can continue teaching the current grade unit while ensuring student’s have everything they need to succeed in that unit, on-demand, as many times as they might need.

Analyzing data from more than two million students from various non-profit organisations found that students in remediated classes struggled 10 times more than students in classes that chose acceleration (B. Andrew, 2021 ).

Students in accelerated classrooms thrived, completing 27% more grade-level lessons than their remediated peers, and mostly regained their pre-pandemic success on grade-level math  (TNTP Reimagine Teaching, 2021). Meanwhile, remediated students not only continue to struggle, but fall even further behind in their learning, getting caught in a cycle of missing more and more grade-appropriate content. Learning acceleration was particularly effective for students from low-income families (TNTP Reimagine Teaching, 2021).

In Dumka, learning-acceleration has been implemented by providing 24×7 instant access to live teachers to every student covered under the project. This is performed using a matching algorithm to connect the student with the right teacher in less than 60 seconds, based on immediate requirement of the student, student’s educational profile, student’s local-social context, past preferences,  teacher’s expertise in different academic & pedagogical fields and their own local-social context. Learning acceleration is a critical strategy which not only helps students catch up and continue grade-level instruction in less time, but also facilitates the integration of marginalised children into learning, especially girls, and children from poor and rural areas.

Improvement in Overall Academic Performance

Class 11 using 24×7 instant-teaching exhibited an overall improvement by 15% in Maths scores, with the average score improving from the baseline assessment average of 60% to 75% at endline assessment. In comparison, the control group students saw a 8% decline (from 57% at baseline to 49 % at endline) in average scores.

Grade 12 students from treatment group exhibited an overall improvement of 9% in Maths scores, with the average score improving from the baseline assessment at 52% to 64% at endline assessment. In comparison, scores of the control group students decreased by 15% (from 55% at baseline to 40% at endline)

Improvement for students with different academic performance

Grade 11 students from the treatment group using 24×7 instant teaching have shown a class-wide improvement in performance

• At 90th percentile, an improvement of 7% is observed in treatment group whereas control group nearly remained at the same level
• At 75th percentile, an improvement of 15% is observed in treatment group whereas a decline of 7% is observed for control group
• At 50th percentile, an improvement of 20% is observed in treatment group whereas a decline of 7% is observed for control group
• At 25th percentile, an improvement of 13% is observed in treatment group whereas a decline of 7% is observed for control group

High Performance Segment [75th:100th] Percentile: Improvement in the maths scores is observed for treatment group students for this segment whereas a decline in performance of control group students is observed in this segment.

Low Performance Segment [25th:50th] Percentile: Improvement in the maths scores is observed for treatment group students for this segment whereas a decline in performance of control group students is observed in this segment.

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Background

In India, learning enhancement programs at district, state, and national levels have aimed to bridge post-COVID-19 learning gaps but often fall short in addressing diverse learning needs, sometimes exacerbating learning loss. Dumka, consistently ranked among the bottom three districts in science education for higher grades, undertook a comprehensive baseline academic assessment and needs study to uncover the key challenges faced by students in higher secondary government schools.

The study revealed significant challenges in science education for higher secondary government school students. Academic performance remains low, with Grade 11 and 12 students scoring an average of 55% in mathematics, while 25% of Grade 12 students exhibit foundational gaps in the subject. A severe shortage of teachers compounds the issue, with only 3 physics teachers serving 27 schools and 2,100 science students. Learning levels within classrooms are highly uneven—over 30% of students struggle to pass, most score between 35-55%, and only a few achieve over 75%. Socio-economic challenges exacerbate the problem, as ~60% of students come from rural areas, ~65% belong to families earning less than INR 10,000 per month, and many are from OBC, SC, and ST backgrounds. Additionally, being first-generation learners with limited academic support at home further hinders their learning outcomes. These findings highlight the urgent need for targeted interventions to address foundational gaps, teacher shortages, and socio-economic barriers in Dumka.

Digital Education Program in Dumka

The district administration developed an inclusive and innovative education plan to support students at all learning levels. It addresses the needs of students with learning gaps, those struggling, average performers, and high achievers. The plan aims to provide tailored support for students facing socio-economic, language, or other challenges, while also motivating and guiding those at grade level and excelling students.

The vision includes providing personalized teachers for each student, aligned with their learning level and grasping power, available 24/7 to offer one-on-one interactions that help bridge learning gaps. The plan ensures timely and structured syllabus completion in schools, especially those lacking adequate teacher availability, by leveraging existing ICT infrastructure. It also focuses on specialized learning groups for meritorious students, offering guidance and resources to help them excel in national exams and gain entry to top colleges. For at-risk students, the plan emphasizes understanding the root causes of low performance, building rapport, and offering targeted support without overwhelming them. Additionally, students will be equipped with essential study materials in multiple languages, using simple language and summaries to focus on core concepts, making it easier for struggling students. Instead of concentrating solely on exam preparation during the final months, the plan ensures continuous preparation throughout the year. Finally, it brings in relatable industry experts from a variety of fields, including lesser-known but relevant disciplines, to offer guidance on career and higher education opportunities.

Sampurna Shiksha Kavach program is an initiative of Dumka district administration for the 27 government schools of the district. Under the guidance of Deputy Commissioner Dumka, the program is introduced for students from 27 government schools in the district with Science Stream in Grade 11 and 12. Students have access to 24×7 instant personal teaching for subjects including mathematics, biology, physics, and chemistry. The project aims to improve learning outcomes by closing learning gaps and provide quality education to underprivileged students. This impact assessment analyses the outcomes of the tech-driven learning acceleration intervention implemented in Dumka district.

Key Components of the Initiative

1. 24×7 Personal Teachers:
   With 60,000 dedicated teachers available on one-to-one interactive format, students can resolve doubts instantly, even at unconventional hours like 4 a.m. This approach ensures continuous, personalized learning and supports overcoming individual learning difficulties.
2. Live Digital Classrooms:
   Interactive, real-time digital classes, delivered through ICT and smart classroom setups, ensure timely syllabus completion and effective board exam preparation. The district prioritized live over pre-recorded sessions, addressing inefficiencies observed in earlier programs.
3. Super-30 Program for Meritorious Students:
   Aimed at leveling the field for government school students, this program prepares selected students for JEE, NEET, and CUET. In two years, it produced JEE qualifiers, including one IIT admission and multiple NIT placements, as well as NEET qualifiers with admission to government medical colleges.
4. Identification and Guidance for High-Risk Students:
   A school-level data drive identified students at risk of failing. Targeted interventions and high-touch guidance brought these students back on track academically.
5. Periodic Assessment:
   Regular evaluations help identify learning gaps, enabling immediate corrective action. Assessments integrate classroom and one-to-one learning, enhancing knowledge retention.
6. Comprehensive Study Materials:
   Students receive bilingual notes, formula sheets, question banks, and mock tests. Special handouts with frequently asked questions ensure effective board exam preparation.
7. Career Counselling:
   Monthly career counselling programs guide marginalized, first-generation learners toward diverse career opportunities, enabling informed decision-making.

Success and Impact

• Impact on Passing Percentage
  After the first year of implementation, Grade 12 Science students in the program had a 77% pass rate, compared to the district’s average of 67.1%. The passing percentage further increased to 81.4% in the second year despite a statewide decline in the pass rate of an average of 10%.

Academic performance improved by 14% in mathematics, with notable gains among rural students (12%), low-income families (12%), SC/ST categories (24% for ST), female students (18%), and first-generation learners (21%), bridging foundational learning gaps and reducing high-risk students.

• Impact on STEM based National Exams – JEE/NEET
  The Program resulted in four JEE Mains selections in the first year of implementation and six in the second with a percentile as high as 98.3. The program has also achieved a selection in the most coveted IIT JEE Advanced 2024 in the form of Nikhil Kumar a student of Upgraded +2 High School Jarmundi.

It’s unprecedented for a student studying in the government school of Dumka to make it to IIT on his first attempt. Five other students cleared the NEET exam with one student qualifying for government medical college.

• National recognition by Government of India
  The program was studied by undersecretaries appointed by DARPG(Department of Administrative Reforms and Public Grievances) responsible for conducting the national level awards for e-governance initiatives across the country. The program has been awarded Gold Award at 26th National Award for E-governance.

Dumka Sampurna Shiksha Kavach

Dumka Impact Assessment Sampurna Shiksha Kavach Dumka