This paper analyzes gender differences in the progress of students from elementary to secondary education in India by using India Human Development Survey (2004–05 and 2011–12) panel data. Using a logit model analysis, we have examined how post-enrollment, a child’s family background, household educational inputs and process indicators determine his/her elementary and secondary school completion (SSC). Our findings suggest that even after accounting for school accessibility, family socioeconomic status plays an important role in the manifestation of gender inequality in school progression. Secondary school completion has emerged as the major stumbling block for scheduled castes, scheduled tribes and Muslim children, particularly for girls belonging to low-economic-status households. Family educational inputs and student process indicators are also significant influencers of SSC. We find a significant gap in the performance of private and government school children that narrows as family economic status improves.

本文利用印度人类发展调查（2004-05 和 2011-12）面板数据分析了印度学生从小学到中学进步的性别差异。使用 logit 模型分析，我们研究了入学后、孩子的家庭背景、家庭教育投入和过程指标如何决定他/她的小学和中学毕业 (SSC)。我们的研究结果表明，即使考虑到学校的可达性，家庭社会经济地位在学校发展过程中性别不平等的表现中也起着重要作用。中学毕业已成为在册种姓、在册部落和穆斯林儿童的主要绊脚石，特别是对属于低经济地位家庭的女孩而言。家庭教育投入和学生过程指标也是 SSC 的重要影响因素。我们发现私立学校和公立学校儿童的表现差距随着家庭经济状况的改善而缩小。