A new wave of educational research suggests that students in grammar schools are progressing faster academically than their peers in non-selective institutions. The findings have reignited debates over the effectiveness and fairness of selective education, especially in regions where access to such schools remains limited.
What the Research Shows
According to recent studies conducted by education researchers in India and abroad, grammar school students — those admitted through academic selection — tend to demonstrate stronger academic growth in core subjects like English, mathematics, and science.
The research tracked students from different types of schools over a three-year period and analyzed their performance using standardised assessments. The data revealed that grammar school pupils consistently showed higher progress scores, indicating faster improvement over time.
The Bihar Angle: What It Means for Selective Schools in India
In India, while the term “grammar school” is not commonly used, a similar structure exists in the form of government model schools, Navodaya Vidyalayas, and entrance-based private schools. These institutions often cater to high-performing students selected through competitive exams.
In Bihar, schools like Simultala Awasiya Vidyalaya or Jawahar Navodaya Vidyalayas (JNVs) offer a comparable model. Students admitted through entrance tests receive focused academic training and better teacher-student ratios, often leading to higher board results and success in competitive exams.
“The structure of schools like Navodaya makes a big difference,” says Dr. Sanjeev Kumar, an education specialist based in Patna. “These students get resources, discipline, and an environment where learning is a priority.”
A Question of Fairness?
While the research highlights clear academic advantages, it also raises questions about equity. Critics argue that selective schools disproportionately benefit students who already have better preparation — usually from urban areas or more privileged backgrounds.
“There’s an ecosystem around entrance exams — coaching, support, English-medium backgrounds — that rural or economically weaker students don’t always have,” says Anita Mishra, a teacher in Gaya.
In Bihar, where lakhs of students still study in underfunded government schools, the success of grammar-school-type institutions is a double-edged sword. While they offer a path to excellence, they also highlight the systemic gaps between different groups of students.
Bridging the Gap
Experts recommend a more inclusive approach — one that combines the academic rigor of grammar schools with greater access and outreach. Providing entrance exam coaching in rural government schools, offering scholarships, and improving public school infrastructure are some of the suggested reforms.
“Selection should not become segregation,” says Dr. Rekha Sinha, an advocate for education equity. “The goal should be to raise the standard across the board, not just for a chosen few.”
Conclusion
Grammar-style schools — whether in the UK or through entrance-based models in Bihar — do show evidence of faster academic progress. But the bigger question is how to ensure that such progress is possible for all students, not just the lucky or the privileged.
If India wants to achieve true educational equity, the answer may lie not just in selecting the best — but in building the best for everyone.
