PARAKH RS 2025 Reveals Top School Education Performers

The 2025 Performance Assessment, Review, and Analysis of Knowledge for Holistic Development Rashtriya Sarvekshen (PARAKH RS) results show the best and low performing States and Union Territories in India’s school education. This large-scale survey assessed over 21 lakh students from Grades 3, 6, and 9 across 74,229 schools in 781 districts. The evaluation spanned language, mathematics, science, social science, and environmental studies. Teacher and school leader feedback was also collected to enrich understanding.

Top Performing States and Districts

Punjab, Himachal Pradesh, Kerala, Dadra Nagar Haveli and Daman & Diu, and Chandigarh emerged as the highest achievers overall. For Grade 3, Punjab, Himachal Pradesh, and Kerala led, while Sahebganj (Jharkhand) and Reasi and Rajouri (Jammu & Kashmir) were lowest. Grade 6 saw Kerala, Punjab, and Dadra Nagar Haveli and Daman & Diu at the top, with Meghalaya’s Garo Hills districts lagging. Grade 9 was led by Punjab, Kerala, and Chandigarh, while Shi Yomi (Arunachal Pradesh) and parts of Meghalaya underperformed.

School Type Performance

Kendriya Vidyalayas showed contrasting results. They scored lowest in Grade 3 mathematics but topped Grade 9 in all subjects, especially language. Government-aided and state government schools struggled in Grade 6 mathematics. These trends indicate variable quality across school categories and grades.

Grade 3 Student Competencies

Language skills were promising with 67% of students able to use vocabulary effectively and infer meanings. Sixty percent could comprehend short stories independently. In mathematics, 68% sorted objects into groups and 69% identified patterns. However, only 55% arranged numbers correctly and 58% performed basic addition and subtraction. Half the students understood basic geometry and spatial relations. Measurement and money handling skills were moderate, with 61% measuring time and 50% managing simple transactions.

Grade 6 Learning Outcomes

Only 54% understood the Indian place value system. Problem-solving was weak with 38% solving daily-life puzzles. Fraction understanding was low at 29%. Estimation of measurements and environmental observations were under 45%. Social studies showed better results with 56% explaining local institutions and their roles. Scientific inquiry such as questioning patterns in nature was limited to 38%.

Grade 9 Academic

Constitutional knowledge was moderate with 45% understanding its origins and ideals. Language comprehension improved to 54%. Mathematical skills declined with only 31% grasping number sets and 28% applying percentages. Scientific understanding was partial; 37% explained physical phenomena like pressure and temperature changes. One-third could demonstrate basic electrical concepts. Biological knowledge was uneven; 47% described biodiversity but only 34% distinguished living from non-living characteristics. Awareness of adolescent biological changes was seen in 37%.

Overall Educational Implications

The survey reveals strengths in language skills at early stages and social studies in middle grades. Mathematics and science competencies require urgent improvement, especially in problem-solving and application. Variations among states and school types suggest a need for targeted interventions. Teacher and school leader inputs can guide policy and practice reforms to enhance holistic student development.

Questions for UPSC:

1. Point out the challenges faced by the Indian education system in achieving uniform quality across states and school types with suitable examples.
2. Underline the role of assessment surveys like PARAKH RS in shaping educational policies and reforms in India.
3. Critically analyse the impact of socio-economic factors on the learning outcomes of students in rural and urban India.
4. Estimate the significance of integrating environmental and scientific literacy in school curricula for sustainable development.

Answer Hints:

1. Point out the challenges faced by the Indian education system in achieving uniform quality across states and school types with suitable examples.

1. Wide disparity in performance among states – Punjab, Kerala excel while districts in Meghalaya and Arunachal Pradesh lag behind.
2. Variation across school types – Kendriya Vidyalayas perform poorly in Grade 3 math but excel in Grade 9; government-aided schools show weak math skills in Grade 6.
3. Inconsistent student competencies – Early grades show better language skills but weaker math and science understanding.
4. Resource and infrastructure gaps between urban and rural areas affect teaching quality and learning outcomes.
5. Teacher capacity and training differ widely, impacting quality and uniformity of education delivery.
6. Socio-cultural and linguistic diversity across regions complicates standardization of curricula and assessments.

2. Underline the role of assessment surveys like PARAKH RS in shaping educational policies and reforms in India.

1. Provide large-scale, data-driven insights on student learning outcomes across grades, subjects, and regions.
2. Identify top and low performing states, districts, and school types to target interventions effectively.
3. Highlight subject-wise strengths and weaknesses, e.g., language skills versus math and science competencies.
4. Help track progress over time and evaluate the impact of existing policies and programs.
5. Inform teacher training needs and curriculum reforms based on observed gaps.
6. Engage stakeholders including teachers and school leaders through feedback mechanisms for holistic development.

3. Critically analyse the impact of socio-economic factors on the learning outcomes of students in rural and urban India.

1. Rural areas often have limited access to quality infrastructure, teaching resources, and trained teachers.
2. Economic constraints reduce learning support at home and increase dropout risks in disadvantaged communities.
3. Urban students generally have better exposure to diverse learning materials and extracurricular opportunities.
4. Language barriers and socio-cultural differences in rural areas affect comprehension and participation.
5. Disparities in nutrition and health affect cognitive development and school attendance.
6. Socio-economic status influences access to digital tools, especially critical in modern learning environments.

4. Estimate the significance of integrating environmental and scientific literacy in school curricula for sustainable development.

1. Enhances students’ understanding of natural and social environments, encouraging responsible citizenship.
2. Builds critical thinking and problem-solving skills related to real-world ecological and societal challenges.
3. Promotes awareness of sustainability issues like climate change, resource conservation, and biodiversity.
4. Encourages adoption of sustainable lifestyles and community participation from a young age.
5. Supports national and global sustainable development goals by creating informed future leaders.
6. Improves interdisciplinary learning linking science, social studies, and ethics for holistic education.