This disparity is not just limited to participation at the elementary level but it also extends to inequality in educational attainment in terms of the years of schooling completed (Aggrawal 2014). As per UNESCO report in 2000, children from the richest 20% of the population have an average of 11.1 years of schooling as compared to 4.2 years for the children from the poorest 20%, and the children from the lower castes and tribes have school attendance below the national average.
As the children possess the right to access the schooling provisions available to them, the parents hold the prior right to choose the kind of education that shall be provided to their children. With the objective of achieving universal access, the governments have concentrated on increasing the resource base for education which includes increasing the number of schools and teachers. Besides, there is a huge gush of schools
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It is seen that with the parental education and wealth, the probability of participating in the school increases. While the education of the girls have been found to be negatively affected by the possession of land and domestic animals by the family. Farmers and business owners feel less need to invest in their children’s education than people in dependent employment (Dreeze and Kingdon 1999). It is because for small farmers and business owners, the opportunity costs of sending their children to school is high, since they are more likely to expect their children to help out treating the land and rearing livestock, especially during peak working times and hence their education is discontinued (Bhalotra & Heady 2003; Basu, Das and Dutta 2003. In agricultural dependent areas, the children play twin roles-to work in the fields and perform domestic duties when their parents work in the