India’s achievement in the elementary level of education has been praiseworthy in terms of enrolment. This article tries to examine whether or not India’s performance is equally impressive from the qualitative perspective. It is based on secondary cross-section state level data on the ability of the students to read (vernacular) and calculate. The study identifies the high and low performing states in India and analyses their performance over the years, especially after the introduction of right to education (RTE) Act, 2009. It also discusses the factors that have positive or negative impacts on the learning outcomes. The analysis unveils retrogression of the quality parameter over the years. The policies have emphasised on steady expansion in enrolment without paying required attention to the standards of learning. The compromise on the quality of primary education diminishes the splendour of India’s achievement in education.
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