Stanford University

In response to ongoing concerns about the low-quality education most Indian students receive, the state government of Karnataka, India, introduced a new curriculum and pedagogy for first, second, and third graders that encourages teachers to use more activity-based teaching methods, regularly assess each student’s progress, and allow each child to learn at his or her own pace. Similar learning programs have been introduced in other Indian states, but so far there have been no rigorous evaluations of how these programs affect student achievement. This supplement would allow researchers to extend their evaluation of the Nali Kali curriculum to include another cohort of students. This extension would strengthen the evaluation results and make them more relevant for influencing government education policy and practice.