Left behind in school

This Leave No One Behind in Education Evidence Brief presents assessment data from six PAL Network countries: India, Pakistan, Kenya, Tanzania, Uganda and Mexico and shows that many children do not progress through school according to prescribed age-grade norms, with important implications for learning. The authors also show that because being ‘left behind’ in terms of age-grade progression within schooling is often associated with other forms of disadvantage, it has disproportionate effects for some children, and is therefore also an equity concern.