What Factors Affect a Primary Students Performance? This paper assesses the impact of gender, parentsu0027 education, preschool and medium of the class in influencing academic results with special attention given to written and oral tests. The data used for the analysis was gathered by the Chennai chapter of Asha, an NGO working to improve the education of rural and urban schools in Tamil Nadu. They conducted oral and written assessments in about 90 primary government schools in Tamil Nadu in the subjects of Math, English, and Tamil. The data collected from these schools comprised of studentu0027s age, height, weight, parentu0027s educational qualification and details about their preschool. Apart from these, details about the school were gathered from a website hosted and maintained by the National University of Educational Planning and Administration (NUEPA). This included school details such as the number of students, teachers and their qualifications, the facilities, etc. The results show that the medium of the class, the type of preschool attended and the gender of a student have a correlation with the performance while factors such as body mass index, studentteacher ratio and school infrastructure quality have a small or negligible correlation with the performance

A Correlational Study between the Parent and the Teachers SelfReported Assessments on the Childs Performance Parents, along with teachers, play crucial roles in the academic development of children. Studies in the developed countries have found that parental engagement in the childrenu0027s education is an important predictor for childrenu0027s academic success. However, less is studied about how parents in a developing country context could engage in their childrenu0027s education. The recent ASER report 2018 states that the quality of school education has gone down although there is a significant improvement in the enrollment in the last 5 years. In such a case, what supplementary support can the parents provide for better academic outcomes of the children? It is also interesting to investigate how much do the parent and the teacher know about the childu0027s subject knowledge. Are they on the same tangent? Secondly, do the parents who are better engaged make a better academic assessment of the child? We did a baseline study with 6 teachers and 22 parents whose children study in 6th standard in a Odia medium school in Khordha, Odisha. We compared the selfreported assessments by the parents and the teachers about the childu0027s understanding of a particular subject through Likertscale questionnaires. We also compared them with the actual test scores of the children obtained from the school. We found that there is a medium correlation between the assessment by the parents and that by the teachers. The correlation between the parentu0027s subjective assessment and the childu0027s actual test score was found to be poor. Surprisingly, we also found the same for teacheru0027s subjective assessment and the childu0027s actual test score. We discuss several qualitative insights for these results. Also, we provide potential design implications for better parental engagement in the developing country context.