Comprehensive Student Assessments for Large-Scale Mathematics Assessment in Andhra Pradesh

Meaningful use of technology in schools using Personalised Adaptive Learning (PAL).

Project Introduction

The Central Square Foundation (CSF) is supporting the Government of Andhra Pradesh (GoAP) in implementing a project focused on the meaningful integration of technology in schools through Personalized Adaptive Learning (PAL) — an edtech approach that uses remediation to close learning gaps, especially for students below grade level. As of 2022, GoAP had implemented PAL at scale, and in collaboration with researchers from the Development Innovation Lab (DIL) at the University of Chicago, CSF is now rigorously measuring the intervention’s impact through a randomized controlled trial assessing PAL’s effect on math learning for students in grades 6 to 9.

Partners

Researchers

Project Methodology

As part of this effort, CSF conducted a comprehensive mathematics assessment of students in Grades 6 to 9 across Andhra Pradesh between January and March 2025. The intervention used PAL, an edtech platform developed by ConveGenius (CG) and selected through the state government’s bidding process, which dynamically adjusts content and pacing in real time based on student performance. Given school-level randomisation, all students in Grades 6 to 9 within a treatment school were required to use the PAL platform two days each week as part of regular instruction. The RCT covered over a hundred government high schools across districts in Andhra Pradesh, with random assignment to treatment or control conducted within districts to ensure geographic balance.

Impact

PAL is designed to transform classroom teaching by tailoring instruction to each student’s learning level, dynamically adjusting content and pace based on real-time performance so that struggling students receive additional support while advanced learners remain challenged. Results indicate that significantly more students achieved recognition in PAL schools compared to control schools, highlighting the intervention’s positive effect on closing foundational gaps in mathematics. The programme also supports teachers with real-time insights into student performance, contributing to improved academic achievement, greater student confidence, and a more inclusive classroom environment.

Documentation

This project is currently in progress, and will be updated with findings as results arise.

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