Dropout children in India
State-wise Number of Children Dropped out Between 2022-23 and 2023-24
An Analysis based on UDISEPlus Data
Bihar leads with 2,769,301 dropouts, followed by Rajasthan (899,240), Uttar Pradesh (741,626), & Madhya Pradesh (337,265) at elementary level
Background
The state-wise number of children who dropped out presented in this article must be viewed in the continuation of previous analysis at the all-India level, which is also exclusively based on UDISEPlus 2022-23 and 2023-24 data details, which can be assessed from the official website https://udiseplus.gov.in/
At the national level, India demonstrates a concerning gender disparity in dropout rates across elementary education (Grades 1-8). Boys account for 53.7 percent of dropouts, while girls represent 46.3 percent, with 5,477,223 students dropping out during 2022-23 to 2023-24. This gender gap is more pronounced at the primary level (57.4 percent boys, 42.6 percent girls) than upper primary (51.3 percent boys, 48.7 percent girls).
Regional Variations in Children Dropped out
At the all-India level, India demonstrates a concerning gender disparity in dropout rates across elementary education (Grades 1-8). Boys account for 53.7 percent of dropouts, while girls represent 46.3 percent, with 5,477,223 students dropping out during 2022-24. This gender gap is more pronounced at the primary level (57.4 percent boys, 42.6 percent girls) than upper primary (51.3 percent boys, 48.7 percent girls).
The below-presented analysis reveals complex patterns of gender disparity in school dropouts across India, with significant regional variations and data quality concerns that need to be addressed for more effective policy interventions.
Several states mentioned below exhibit particularly troubling gender-specific patterns:
- The Andaman & Nicobar Islands show an acute gender disparity, with boys comprising 76.7 percent of total dropouts. The upper primary level is more striking, where 100 percent of dropouts are boys, suggesting possible data anomalies or specific regional factors requiring further investigation.
- Andhra Pradesh presents an extreme case with 100 percent male dropouts at the primary level, while the overall elementary statistics show negligible dropout rates (0.4 percent boys, 0.2 percent girls), indicating potential data inconsistencies or reporting issues.
- Bihar, with the highest absolute number of dropouts (2,769,301), shows nearly equal gender distribution at the upper primary level.
- Uttar Pradesh presents an interesting reversal of the national trend, with girls representing a higher proportion of dropouts (53.7 percent) compared to boys (46.3 percent) at the elementary level, particularly pronounced in upper primary (59.1 percent girls).
- Kerala, Tamil Nadu, and West Bengal report zero dropouts across all levels, which warrants further investigation into their successful retention strategies or potential under-reporting. Needless to say, dropout rates under UDISEPlus are calculated based on all schools and not common schools, as has been the practice in the past ears,
- Goa shows a relatively balanced gender distribution in dropouts (52.1 percent boys, 47.9 percent girls), suggesting more equitable educational access and retention.
State-wise, Children Dropped out by Gender between 2022-23 & 2023-24 |
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State/All India
|
Primary (1 to 5) | Upper Primary (6-8) | Elementary (1-8) | ||||||||
Boys | Girls | Total | Boys | Girls | Total | Boys | Girls | Total | |||
India | 57.4 | 42.6 | 2145787 | 51.3 | 48.7 | 3331436 | 53.7 | 46.3 | 5477223 | ||
A & Islands | 68.0 | 32.0 | 192 | 100.0 | 0.0 | 71 | 76.7 | 23.3 | 263 | ||
Andhra Pradesh | 100.0 | 0.0 | 5647 | 64.1 | 35.9 | 23682 | 0.4 | 0.2 | 29329 | ||
Arunachal Pradesh | 53.5 | 46.5 | 7914 | 51.2 | 48.8 | 5461 | 52.5 | 47.5 | 13376 | ||
Assam | 58.5 | 41.5 | 211423 | 61.2 | 38.8 | 146652 | 59.6 | 40.4 | 358075 | ||
Bihar | 52.6 | 47.4 | 1122631 | 50.2 | 49.8 | 1646670 | 51.2 | 48.8 | 2769301 | ||
Chandigarh | 0 | 100.0 | 0.0 | 307 | 100.0 | 0.0 | 307 | ||||
Chhattisgarh | 58.2 | 41.8 | 44526 | 59.7 | 40.3 | 76686 | 59.1 | 40.9 | 121212 | ||
D and N Haveli & D & D | 57.1 | 42.9 | 1015 | 54.8 | 45.2 | 1131 | 1.0 | 0.8 | 2146 | ||
Delhi | 0 | 53.2 | 46.8 | 7000 | 53.2 | 46.8 | 7000 | ||||
Goa | 48.9 | 51.1 | 1021 | 56.3 | 43.7 | 786 | 52.1 | 47.9 | 1808 | ||
Gujarat | 69.3 | 30.7 | 8317 | 45.0 | 55.0 | 130496 | 46.5 | 53.5 | 138813 | ||
Haryana | 73.4 | 26.6 | 28645 | 64.4 | 35.6 | 68746 | 67.0 | 33.0 | 97391 | ||
Himachal Pradesh | 0.0 | 0.0 | 0 | 65.8 | 34.2 | 1861 | 65.8 | 34.2 | 1861 | ||
Jammu and Kashmir | 61.5 | 38.5 | 17047 | 51.6 | 48.4 | 18463 | 20.2 | 15.6 | 35511 | ||
Jharkhand | 66.4 | 33.6 | 29505 | 52.9 | 47.1 | 173608 | 54.9 | 45.1 | 203113 | ||
Karnataka | 57.7 | 42.3 | 92924 | 56.5 | 43.5 | 85214 | 57.1 | 42.9 | 178138 | ||
Kerala | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | ||
Ladakh | 58.8 | 41.2 | 962 | 62.1 | 37.9 | 695 | 60.2 | 39.8 | 1657 | ||
Lakshadweep | 70.2 | 29.8 | 118 | 100.0 | 0.0 | 92 | 83.2 | 16.8 | 210 | ||
Madhya Pradesh | 65.2 | 34.8 | 65100 | 54.0 | 46.0 | 272164 | 56.1 | 43.9 | 337265 | ||
Maharashtra | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 33636 | 61.5 | 38.5 | 33636 | ||
Manipur | 51.9 | 48.1 | 13081 | 57.1 | 42.9 | 4911 | 53.3 | 46.7 | 17991 | ||
Meghalaya | 55.7 | 44.3 | 36969 | 52.3 | 47.7 | 28563 | 68.9 | 58.1 | 65532 | ||
Mizoram | 54.3 | 45.7 | 4391 | 58.3 | 41.7 | 3856 | 56.1 | 43.9 | 8247 | ||
Nagaland | 54.7 | 45.3 | 7363 | 55.0 | 45.0 | 5285 | 54.8 | 45.2 | 12648 | ||
Odisha | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 40911 | 113.4 | 82.4 | 40911 | ||
Puducherry | 64.1 | 35.9 | 1068 | 57.1 | 42.9 | 803 | 61.1 | 38.9 | 1871 | ||
Punjab | 100.0 | 0.0 | 1199 | 61.4 | 38.6 | 35115 | 62.7 | 37.3 | 36314 | ||
Rajasthan | 56.4 | 43.6 | 610302 | 55.7 | 44.3 | 288938 | 56.2 | 53.8 | 899240 | ||
Sikkim | 68.2 | 31.8 | 1103 | 60.6 | 39.4 | 1371 | 64.0 | 36.0 | 2474 | ||
Tamil Nadu | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | ||
Telangana | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 917 | 37.1 | 0.0 | 917 | ||
Tripura | 73.4 | 26.6 | 1682 | 55.6 | 44.4 | 7001 | 59.1 | 40.9 | 8683 | ||
Uttar Pradesh | 52.6 | 47.4 | 343062 | 40.9 | 59.1 | 398563 | 46.3 | 53.7 | 741626 | ||
Uttarakhand | 100.0 | 0.0 | 1577 | 60.5 | 39.5 | 12995 | 1.3 | 0.7 | 14573 | ||
West Bengal | 0.0 | 0.0 | 0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 |
Source: Calculated based on information provided in UDISEPlus Report, various years.
Concerning Trends and Anomalies
Several statistical anomalies require attention:
- The complete absence of female dropouts in some states’ upper primary sections (Chandigarh, Telangana) raises questions about data accuracy
- Significant variations between primary and upper primary gender ratios in states like Punjab and Uttarakhand indicate possible systemic issues affecting specific grade levels.
- While estimating the state-wise number of children who dropped out during 2022-23 and 2023-24, it has been observed that the estimates based on the state-specific enrolment and average annual dropout rates are much above the same estimated based on figures at the all-India level, which need further explanation and suggest data ambiguity. In all the cases, estimates based on state-specific statistics are found to be significantly higher.
- Another methodological issue is the computation of the dropout rate itself, which is based on all schools and not the common schools as has been the practice in the past. In this scenario, the dropout rates presented in the UDISEPlus Report are lower than the actual dropout rates.
Policy Implications and Recommendations
- Data Quality Enhancement: Implement standardized reporting mechanisms to address apparent data collection and reporting inconsistencies across states. Rather than estimating the number of children who have dropped out, UDISEPlus must use SDMIS and initiate sharing details of students located in the Drop Box at all the disaggregated levels.
- Gender-Specific Interventions: Develop targeted interventions for states showing significant gender disparities, mainly focusing on regions where either Gender shows disproportionate dropout rates; this is also true for other indicators favourable to girls, such as enrollment ratios transition and retention rates; should we now focus on bringing and retaining more boys in our educational programs?
- Best Practice Analysis: Conduct detailed studies of states reporting zero or minimal dropouts to identify and potentially replicate successful retention strategies.
- Regional Focus: Prioritize interventions in high-volume states like Bihar and Uttar Pradesh, where the absolute number of dropouts significantly impacts national statistics.
Concluding Observations
The analysis of dropout patterns across states in India during 2022-24 reveals several critical insights that warrant attention from policymakers and educational stakeholders:
- Gender Disparity Persistence: The national data reveals that boys (53.7%) are dropping out at a higher rate than girls (46.3%) at the elementary level. However, this pattern is not uniform across states, suggesting that local socio-cultural and economic factors play significant roles in determining gender-specific dropout rates.
- Data Quality Concerns: The presence of statistical anomalies and extreme gender skews in some states points to urgent needs for:
- Standardization of data collection methodologies
- Enhanced monitoring mechanisms
- Improved reporting systems across states
- Regular data audits and verification processes and sample checking of data by an independent third party on a pan-India basis.
- Regional Disparities: The stark variations in dropout rates across states highlight the uneven progress in educational retention. While some states report zero dropouts (Kerala, Tamil Nadu, West Bengal), others show alarmingly high numbers (Bihar, Uttar Pradesh, Rajasthan, Jharkhand, Madhya Pradesh, Assam etc.), indicating a need for state-specific interventions rather than a one-size-fits-all approach.
- Policy Implementation Gaps: The data suggests potential gaps in implementing existing educational policies, particularly in states with high dropout rates. This calls for:
- Strengthened monitoring of educational programs
- Enhanced focus on states with high absolute numbers of dropouts
- Special attention to regions showing extreme gender disparities
- Success Stories and Learning Opportunities: States reporting minimal or zero dropouts present valuable learning opportunities. Their strategies and implementations could offer viable models for states struggling with high dropout rates, although data verification is crucial to ensure the accuracy of these reported successes.
- Urban-Rural Dynamics: The variations in dropout patterns suggest possible urban-rural disparities that need further investigation and targeted interventions, particularly in states showing significant differences between primary and upper primary levels.
These observations underscore the need for a multi-faceted approach to addressing school dropouts in India, combining improved data management, targeted interventions, and cross-state learning to create more effective retention strategies. The focus should be reducing dropout rates and addressing gender-specific challenges while ensuring data accuracy for better policy formulation and implementation.
FAQs on State-wise Number of Dropped-out Children during 2022023 and 2023-24
Q1: Which states show the highest dropouts at the elementary level?
A: Bihar leads with 2,769,301 dropouts, followed by Rajasthan (899,240), Uttar Pradesh (741,626), Assam (358,075), and Madhya Pradesh (337,265).
Q2: Are boys or girls dropping out more at the national level?
A: At the national level, boys are dropping out at a higher rate (53.7 percent) than girls (46.3 percent). This gender gap is more pronounced at the primary level (57.4 percent boys, 42.6 percent girls) than at the upper primary level (51.3 percent boys, 48.7 percent girls).
Q3: Which states report zero dropouts, and what does this mean?
A: Kerala, Tamil Nadu, and West Bengal report zero dropouts across all levels. However, further investigation is required to understand whether this represents successful retention strategies or potential under-reporting.
Q4: What are the major data quality concerns identified?
A: Key concerns include:
- There is a complete absence of female dropouts in some states’ upper primary sections
- Significant variations between primary and upper primary gender ratios
- State-specific estimates are significantly higher than all-India-level estimates
- Dropout rates are based on all schools rather than common schools, potentially understating actual dropout rates
Q5: How does the gender disparity in dropouts vary across states?
A: The pattern varies significantly. For example:
- Andaman & Nicobar Islands shows 76.7 percent male dropouts
- Uttar Pradesh shows a reverse trend with higher female dropouts (53.7 percent)
- Goa shows a relatively balanced gender distribution (52.1 percent boys, 47.9 percent girls)
Q6: What are the key recommendations for improving the dropout situation?
A: The main recommendations include:
- Implementing standardized reporting mechanisms
- Developing targeted gender-specific interventions
- Conducting detailed studies of successful states
- Prioritizing interventions in high-volume dropout states
- Regular data audits and verification processes
Q7: Why is there concern about the current methodology of calculating dropout rates?
A: The current methodology uses all schools instead of common schools (as was done in the past), which may result in reported dropout rates being lower than actual rates.
Q8: What role does the urban-rural divide play in dropout patterns?
A: The data suggests significant urban-rural disparities, particularly in states showing marked differences between primary and upper primary levels, though this requires further investigation and targeted interventions.
Q9: How can states with high dropout rates learn from successful states?
A: States reporting minimal dropouts can serve as models, but this requires:
- Verification of data accuracy
- Study of Successful Retention Strategies
- Adaptation of best practices to local contexts
- Implementation of proven interventions
Q10: What immediate actions are recommended for improving data quality?
A: Key actions include:
- Standardization of data collection methodologies
- Enhanced monitoring mechanisms
- Improved reporting systems
- Regular data audits
- Sample checking by independent third parties on a pan-India basis
- Use of SDMIS and sharing details of students in the Drop Box at disaggregated levels