Abstract

The Right to Free and Compulsory Education Act (RTE) of India (2009) and the No Child Left Behind (NCLB) Act (2001) from the US are two legislative acts designed to address the challenges of low student performance and high dropout rates in public schools among specific student populations. In the US, the targeted student groups included traditionally underperforming racial/ethnic minority students, such as Hispanic/Latino, African American, and Native American students, and students from low socioeconomic backgrounds. In India, the identified target population included disadvantaged groups, especially those in rural areas and female students. The term “weaker sections” was used in the legislation to refer to students in India who belong to a scheduled caste, scheduled tribe, or other student group facing social, cultural, economic, geographical, linguistic, gender, or other disadvantages. In particular, female students in India have historically faced significant barriers to completing even a primary education. Problems with school performance among the identified groups in both countries have long been rooted in race/ethnicity and poverty. In the US, the significant difference in academic performance between the identified student groups and middle-class/white students is referred to as “the achievement gap.” RTE and NCLB follow a history of educational reform to improve educational systems that govern public schools. Although the differences between these federal laws are considerable, comparisons can be made.