The decade of the 1990s has shown significant gains in schooling among girls in India. The percentage of girls attending school in the 6-10 year age group in rural areas increased from 55% in 1992-93 to 75% in 1998-99 (NFHS, 2000). Nevertheless, a large number of girls are still out of school and hence access to primary education continues to be a matter of urgency, particularly among girls from economically marginalized and socially vulnerable groups. What is of equal concern but has received little policy or research attention is the quality of the educational experience in schools.
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