Recently, India has enacted this Right To Education Law, one of whose provisions dictates that schools must reserve at least 25% of seats for kids from economically backward communities. This post will be tangential and will not be trying to examine the merits and demerits of the law.
So earlier this week, the Wall Street Journal published a long (and pretty good) analysis of the impact of the law (it was published in India in Mint). While I might discuss the rest of the article in another post, the paragraph that caught my eye was this one:
Sumit’s father and many of the poorer parents are troubled by the fact that their own limited literacy prevents them from helping. Some wealthy parents, meanwhile, chafe at the slowed pace of learning. They have suggested segregating the poor kids.
Made me wonder how much primary learning actually happens in school, and how much happens at home. Looking back at my own childhood, I learnt most of my “concepts” at home, and before any subject was taught in school I was well prepared for it. In fact, I would be so ahead of my class that I’d frequently get bored, and would think that my classmates were dumb because they weren’t able to keep pace with me.
My parents were no “tiger parents“. And I wasn’t a particularly industrious child. Of course, there would be times when my parents would make me recite tables of two-digit numbers as I traveled wedged between them on our Bajaj Priya, but never forced me to study (until maybe till there were a few months left for the IIT-JEE). And still, somehow, they managed to teach me everything at home. And that proved to be a massive advantage over kids that were encountering the concepts for the first time in school.
Of course, as I went to advanced classes, there was only so much they could teach me at home (since we were going beyond the basic fundamentals here, and there was only so much they could remember), but the head start that I got in primary school was, I think, really useful in my being a topper for most of my schooling, with there being a significant positive feedback.
So what do you think? How much do you think parents actually contribute to their kids’ learning in early age? Is there a positive correlation of kids doing well in school with whether their parents are well-informed, have time for kids and can teach well? If there does exist significant correlation, what are the policy implications of it? Does it defeat the purpose of reservations in school?