The objectives of the study were: (1) To study the enrolment rate of children in primary schools. (2) To study the dropout rate of children in primary schools. (3) To study the completion rate of children in primary classes. (4) To assess the monitoring of training at CRC. (5) To find out the problems faced by the Coordinators of CRC. (6) To find out the attitude of primary school teachers towards CRC with respect to teacher variables viz., (a) gender, (b) age, (c) teaching experience, (d) marital status and (e) participation in the CRC meetings. (7) To find out the attitude of primary school teachers towards CRC with respect to institutional variables Viz., (a) medium of instruction, (b) locale, (c) type of school, (d) type of management, (e) teacher pupil ratio, (f) blocks and (g) revenue districts.

Hypotheses of the study were: (1) There is no significant difference in the mean scores of teachers’ attitude towards CRC with respect to teachers’ variables viz., (a) gender, (b) age, (c) teaching experience, (d) marital status and (e) participation in the CRC meetings. (2) There is no significant difference in the mean scores of teachers’ attitude towards CRC with respect to the institutional variables viz., (a) medium of instruction, (b) locale, (c) type of school, (d) type of management, (e) teacher pupil ratio, (f) blocks and (g) revenue districts.

Using stratified random sampling technique 700 primary school teachers of Pudukkottai and Perambalur Districts were selected. Among the 700 teachers, only 584 teachers responded.

Total three tools were constructed and standardized by the investigator were- (a) Enrolment Rate, Dropout Rate and Completion Rate Performa, (b) Teachers’ attitude towards CRC Scale. This was Likert type scale. Reliability of the Teachers’ Attitude towards CRC was found to be 0.9053 by split-half method, (c) Monitoring and feed back of CRC Performa.

Findings of the study were: (1) The DPEP interventions have made a positive impact on enrolment of student in primary Education in Pudukkottai and Perambalur revenue districts. It is also concluded that the DPEP interventions have made a positive impact on Enrolment of students in primary education in DPEP districts of Tamil Nadu. (2) The DPEP intervention has reduced the dropout rate of Pudukkottai and Perambalur revenue districts. It is also concluded that the DPEP interventions have reduced the dropout rate of students in primary education in the DPEP districts of Tamil Nadu. (3) The DPEP interventions have increased the completion rate of Pudukkottai and Perambalur revenue districts. It is also concluded that the DPEP interventions have increased the completion rate of students in primary education in the DPEP districts of Tamil Nadu. (4) BRC Teacher Educators and BRC Supervisors regularly monitored the CRC meetings. The officials rarely monitored the CRC meetings. (5) The CRC coordinators have the following major problems regarding the effective functioning of CRCs: Lack of basic infrastructure, like, buildings, furniture, cupboard and bureau; Lack of electricity, library, T.V., OHP and Computer facilities; Non-participation of all the teachers of the centers concerned in the meetings. (6) Gender, Age, Teaching Experience, Educational Qualification separately does not play a significant role in the attitude of teachers towards CRC. (7) Married teachers, Teachers who always participated in CRC, Tamil medium Teachers, Rural teachers separately have more favorable attitude towards CRC than their counter parts Unmarried teachers, teachers who rarely participated in CRC, English medium teachers, and Urban teachers respectively. (8) Teachers differ in their attitude towards CRC with respect to type of management: Aided School Teachers, and Government School Teachers, have more favourable attitude towards CRC than their counter parts Government school teacher and Private School Teachers respectively. (9) Teacher pupil ratio does not play a significant role in the attitude of teachers towards CRC. (10) Teachers differ in their attitude scores towards CRC with respect to blocks. The teachers of following blocks have more favourable attitude towards CRC than their counter part: Tirumanur block than Kunnandarkoil block; Vepur block than Viralimalai block; Tirumanur block than Viralimalai block; Arimalam block than Pudukkottai block; Karambakudi block than Pudukkottai block; Vepur block than Pudukkottai block; Sendurai block than Pudukkottai; Tirumanur block than Pudukkottai block; Karambakudi block than Arimalam block; Vepur block than Arimalam block; Sendurai block than Arimalam clock; Tirumanur block than Arimalam block; Vepur block than Tirumayam block; Tirumanur block than Tirumayam block; Vepur block than Gandarvakottai block; Sendurai block than Gandarvakottai block; Tirumanur block than Gandarvakottai block; Vepur block than Karambajudi block; Sendurai block than Karambakudi block; Vepur block than Perabbalur block; Sendurai block than Perambalur block; Tirumanur block than Perambalur block; Vepur block than Ariyalur block; Sendurai block than Ariyalur block; Tirumanur block than Ariyalur block; Vepur block than T.Paur block; SEndurai block than T.Paur block. (11) Teachers do not differ significantly in their attitude towards CRC with respect to other combination of Blocks. (12) The teachers of Perambalur revenue district have more favourable attitude towards CTC than the teachers of Pudukkottai revenue district.