This paper presents findings from baseline surveys on student learning achievement, teacher effort and community participation in three states - Karnataka, Madhya Pradesh and Uttar Pradesh. The results indicate low teacher attendance and poor student learning. Parents and school committees are neither aware of their oversight roles nor do they participate in school management. However, there is substantial heterogeneity in outcomes across states. Karnataka has better student and teacher outcomes, as well as higher levels of community awareness and participation than the other two states. The authors find substantial variation in teacher effort within schools, but most observable teacher characteristics are not associated with teacher effort. One reason for low teacher effort may be a lack of accountability. However, the gains in test scores associated with higher rates of teacher attendance and engagement in teaching are estimated to be small in Madhya Pradesh and Uttar Pradesh, suggesting that teachers themselves may not be effective.
