The Impact of Schools Reserved for Indigenous Communities on Their Education Outcomes: Evidence from India

Abstract

This paper provides the first empirical evidence on the impact of schools reserved for Scheduled Tribes (ST) in India on their education outcomes. Using the staggered establishment of these schools across villages, I find that the entry of a reserved school significantly increases enrolment and educational attainment of ST students while reducing dropout rates, compared to students from mainstream social groups. The effects are strongest for reserved schools catering to entry-level grades, such as lower and upper primary schools. However, reserved schools also reduce social diversity in mainstream schools, as indigenous students sort into reserved schools. These findings suggest that reserved schools address barriers like geographical isolation, fear of discrimination, and the lack of a culturally relatable curriculum. This research highlights the importance of an integrationist policy approach to bridge educational gaps faced by indigenous communities.

Keywords: Indigenous students, Scheduled Tribes, School Enrollment, Dropout Rates, Education Attainment, Social Diversity