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Teacher Assistant Boosts Proficiency by over 20%
BCM is a progressive school in the industrial town of Ludhiana, Punjab. Teacher Assistant was implemented in the school in the month of April 2013. The objectives were:
1. Monitoring academic performance of the students
2. Standardising classroom inputs in Math and Science
3. Helping teachers individualise teaching even in a large class
The TCY Academic Team started off by sharing a set of learning objectives in Math and Science, drafted as per NCERT Publications that the school was following. After agreeing on the learning objectives, each subject teacher was given the corresponding instructional objectives.
Class VII of session 2013-14, was used to study the impact of Teacher Assistant in meeting the above objectives.
After the teacher led intervention, the students would be taken to the school computer lab to take a test to measure the learning gaps. Once the learning gaps were identified, three different reports were generated for the three major stake holders
- Students & Parents: The report pointed out the learning gaps and gave suggestions on how these learning gaps could be bridged. The detailed
  remedial action was in an easy-to-act format to enable quick and effective remedial action.

- Teachers: This report guided the teachers on the most common learning gaps to be bridged through remedial classes, and brought individual student   weaknesses to the notice of the teacher. It also contained provision to arrange for peer learning groups.

- Principal: This report kept the principal connected to the learning happening in the school. He or she was alerted to intervention needs and guided   on where exactly the intervention was required.
The fundamental premise here was that once the stakeholders were empowered with actionable reports, remedial measures would be initiated to plug the learning gaps. This should increase the proficiency of students in Math and Science.
The proficiency was measured by standardising student scores in individual tests and aggregating them into a single measure of proficiency, one for Math and another for Science, on a scale of 10-90, where 50 was the average. The program was implemented in the classes for two sessions 2013-14 and 2014-15. The control group for standardisation was student population from a set of 10 schools where the TCY program was running with limited associated remedial measures in place. The experiment intended to measure the relative performance of the students of BCM School with this control group over two sessions.
Here are the outcomes at the end of the second year
Class VIII: Session 2014-15
TCY Assessments on Science and Mathematics determine student proficiency level in these areas. The Standard Proficiency Score is a number that describes a student’s location on the achievement continuum.
- Proficiency is evaluated on a scale of 10 to 90. Here a score of 50 refers to average proficiency. Composite scaled scores are calculated from the individual scaled scores of students.

- TCY Math & Science proficiency scores are averages for representative student populations. Margins of error must be taken into consideration when interpreting differences between groups and changes year-to-year.

A proficiency score above 60 is interpreted as advanced level of achievement in the curriculum goals and that below 45 is interpreted as basic level of achievement
It is evident from the outcome that when a school uses teacher Assistant there is a significant jump in the student proficiency. Here is what the principal says.