Performance of Tribal Ashram Schools in India: Understanding School Quality Policy Implementation Initiative

Abstract

The central to the Ashram School system is its residential character where children after formal school hours would continue to live and perform educational core activities that supplement educational development. Ashram Schools was established to bring deep and sustained changes by mitigating the inherent handicaps faced by tribal students in attaining educational success. The quality of schools that are most likely related to student learning are also critical for strategic decisions for educational services and school improvement.  The aim is to understand the performance of Tribal Ashram schools in India. School Performance analysis is based on School Self-Evaluation on various school performance domains uploaded by schools in the Shaala Siddhi web portal (2018-19). The school performance evaluation data of 2587 Ashram schools highlight the linkages between school performance and learning outcomes. It reveals the process of the schooling crisis leading to learning crisis. The policy priorities are discussed for implementation of data-based decision-making interventions and practices.