Upgradation Of Merit Of SC Students: Access Without Retention?

Policy Update
Vishvaney Agarwal

Background

The Upgradation of Merit of SC Students is a Central Sector Scheme implemented by the Ministry of Social Justice and Empowerment. The scheme was introduced to address structural disparities in educational attainment among Scheduled Caste (SC) students, particularly at the secondary and senior secondary levels where dropout rates remain persistently higher and transition to higher education remains uneven.

The scheme focuses on providing remedial and special coaching to SC students studying in Classes 9 to 12, with the objective of improving academic performance and enabling access to higher education and competitive opportunities. It is implemented through residential schools, hostels, and selected educational institutions, including those run by State Governments and Central agencies.

The need for such intervention is reflected in national data. According to UDISE+ (2021–22), while Gross Enrolment Ratio (GER) for SC students at the secondary level has improved to approximately 78.3%, retention and completion continue to lag behind national averages. Dropout rates remain concentrated at the secondary stage, particularly in Classes 9 and 10, indicating that access to schooling has expanded, but sustained participation remains a challenge.

This tension between expanded access and weak retention is central to understanding the scheme’s relevance. While the policy successfully targets entry into the education system, its long-term effectiveness depends on whether students remain in school and successfully transition forward.

The scheme aligns with broader policy commitments under the National Education Policy 2020, which emphasises equitable access, targeted interventions for socially disadvantaged groups, and reduction in educational inequality.

Functioning

The scheme operates through a decentralised but centrally funded structure:

Identification of Beneficiaries
SC students enrolled in Classes 9 to 12 in government and government-aided schools are identified by implementing institutions. Priority is given to students from economically weaker households.
Remedial and Special Coaching
Coaching is provided in core subjects such as Mathematics, Science, and English to strengthen foundational competencies and improve examination performance.
Residential and Institutional Support
In many cases, the scheme is implemented through residential facilities where students receive structured academic support, mentoring, and study resources.
Implementation Mechanism
The scheme is implemented through State Governments, Union Territories, and selected institutions. Funds are released by the central government based on approved proposals and utilisation certificates.
Financial Assistance
The scheme covers costs related to coaching, boarding, lodging, and educational materials, as per norms prescribed by the Ministry.
Monitoring Framework
Monitoring is carried out through periodic reporting by implementing agencies. However, there is no uniform centralised digital tracking system for student-level outcomes.

Key Concerns in Functioning

Lack of standardisation in coaching quality across institutions
Weak monitoring and absence of outcome-based evaluation
Dependence on state-level administrative capacity
Limited integration with digital learning initiatives

Performance

The performance of the scheme must be assessed through broader indicators of SC educational outcomes, given the absence of publicly available scheme-specific disaggregated datasets. Recent data from the Ministry of Education (UDISE+ 2021–22) shows that the Gross Enrolment Ratio (GER) for SC students at the secondary level has improved, indicating expanded access to schooling. However, this increase in enrollment has not been matched by equivalent gains in retention and completion.

SC students continue to exhibit relatively higher dropout rates at the secondary stage, particularly in Classes 9 and 10, which represent a critical transition point in the education system. National-level trends indicate a gradual decline in dropout rates over recent years, suggesting some improvement in retention outcomes.

Figure 1: Secondary School Dropout Rate in India (2020–2025) Source: UDISE+ Reports (Ministry of Education, Government of India); PIB Press Release (2025)

(Clarification: Disaggregated dropout data specific to SC students is limited in the public domain; therefore, national trends are used as indicative benchmarks.)

Despite the declining trend shown above, dropout rates at the secondary level remain significantly higher than at primary and upper primary stages. This indicates a structural bottleneck in educational progression, where students face increased academic, economic, and institutional pressures.

Budgetary allocations under the Ministry of Social Justice and Empowerment for SC-focused educational schemes, including merit upgradation, have remained broadly stable in recent Union Budgets. However, utilisation and coverage vary across states, reflecting differences in institutional capacity and implementation efficiency. Parliamentary responses in recent years further indicate uneven reach, with some states demonstrating stronger uptake due to better-developed educational infrastructure.

The Economic Survey of India (2023) notes that while access to education for marginalised communities has improved, challenges persist in learning outcomes and transition to higher education. This suggests that schemes such as the Upgradation of Merit of SC Students contribute to academic support and access, but their effectiveness in improving long-term educational outcomes remains contingent on broader systemic improvements in schooling quality and institutional support.

Impact

The scheme has contributed to targeted academic support for SC students, particularly in contexts where implementation is institutionally strong. However, its impact must be interpreted cautiously due to limited outcome-based data.

Improved Academic Preparedness
Access to remedial coaching has helped students strengthen subject-level competencies, especially in science and mathematics.
Support for Retention
Residential and structured learning environments have contributed to improved retention in specific regions, particularly where hostels and institutional support are effectively managed.
Bridging Educational Gaps
The scheme addresses a key transition stage between secondary and higher secondary education, where dropout rates are highest among SC students.

However, its overall impact remains constrained by structural factors:

Variation in implementation quality across states
Absence of longitudinal tracking of student outcomes
Limited integration with broader educational reforms

Research on educational inequality in India indicates that targeted coaching interventions alone cannot offset systemic disparities in school quality, infrastructure, and socio-economic conditions.

Emerging Issues and Suggestions

The following issues emerge from the analysis:

Inconsistent Quality of Coaching
Suggestion: Develop standardised curriculum guidelines and teaching frameworks
Weak Monitoring Systems
Suggestion: Introduce a centralised digital tracking system for student performance
Low Awareness and Outreach
Suggestion: Strengthen identification mechanisms through schools and local bodies
State-Level Disparities
Suggestion: Provide performance-linked incentives to states with lower coverage
Lack of Convergence with Other Schemes
Suggestion: Integrate with scholarships, digital education platforms, and skill development initiatives
No Outcome-Based Evaluation
Suggestion: Introduce measurable indicators such as transition rates and examination performance

Way Forward

The Upgradation of Merit of SC Students scheme addresses a critical stage in the educational trajectory of marginalised communities. However, its long-term effectiveness depends on shifting from an input-based model (coaching provision) to an outcome-based approach (retention, completion, and transition).

Improving monitoring systems, ensuring uniform quality of implementation, and integrating the scheme with broader educational reforms are essential steps. More importantly, policy design must explicitly address the gap between access and retention, which remains the central limitation of current interventions.

In the context of inclusive education under the National Education Policy 2020, the scheme should function as part of a broader ecosystem that not only expands access, but also ensures that students remain in the system and successfully progress to higher levels of education.

References

Ministry of Social Justice and Empowerment, Government of India (2023), Upgradation of Merit of SC Students – Scheme Details, Government of India.
https://socialjustice.gov.in/schemes/26
Ministry of Education, Government of India (2022), UDISE+ Report 2021–22, Department of School Education and Literacy. https://www.education.gov.in/sites/upload_files/mhrd/files/statistics-new/udise_21_22.pdf
Government of India (2023), Economic Survey 2022–23, Ministry of Finance. https://www.indiabudget.gov.in/budget2023-24/economicsurvey/doc/echapter.pdf
Press Information Bureau, Government of India (2025), Dropout Rates Decline in Secondary Education, PIB Release. https://www.pib.gov.in/PressReleasePage.aspx?PRID=2097864&reg=3&lang=2
PRS Legislative Research (2023), Standing Committee on Social Justice and Empowerment – Reports and Analysis, PRS India. https://prsindia.org/parliamentary-committees/social-justice-and-empowerment
Government of India (2020), National Education Policy 2020, Ministry of Education. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

About the Contributor

Vishvaney Agarwal is an undergraduate student of Political Science at Ashoka University and a Research Intern at IMPRI. Her interests lie in public policy, governance, and questions of social inclusion and institutional accountability.

Acknowledgement

The author sincerely thanks Mr. Soham Chaudhary and the IMPRI team for their constructive comments and editorial guidance during the review of this policy update.

Disclaimer: Any views expressed in this article are those of the author and do not necessarily reflect the views of IMPRI.