Last Updated: 8 July 2026
The Union Ministry of Education has released the Performance Grading Index (PGI) 2.0 for States and Union Territories (PGI-S) 2025–26, providing a comparative assessment of school education systems across India. The index evaluates performance across multiple indicators, including learning outcomes, access, equity, infrastructure, governance, and educational processes, to support evidence-based planning and policy decisions.
In the latest assessment, Delhi has been placed in the Prachesta-1 category (score band 701–760), placing it among the better-performing States and Union Territories. While the evaluation highlights improvements in equity and infrastructure, it also points to challenges related to foundational enrolment and secondary-level retention. The findings provide a snapshot of Delhi’s school education system as governments continue implementing reforms under the National Education Policy (NEP) 2020.
Delhi’s Overall Performance
No State or Union Territory secured the top three performance categories—Utkarsh, Uttam-1, or Uttam-2—in the PGI 2025–26 assessment. Delhi was placed in the Prachesta-1 category alongside Kerala, Punjab, Dadra and Nagar Haveli, and Daman and Diu.
Overall Performance Summary
|
Particular |
Details |
|
Assessment |
Performance Grading Index (PGI) 2.0 2025–26 |
|
Issuing Authority |
Union Ministry of Education |
|
Delhi’s Category |
Prachesta-1 |
|
Score Band |
701–760 |
|
Comparable Regions |
Kerala, Punjab, Dadra and Nagar Haveli, Daman and Diu |
Performance Across Key Domains
The Ministry’s assessment awarded Delhi the Utkarsh grade in the Equity domain, reflecting its performance on indicators measuring gender and social inclusion in school education.
Delhi also improved its score in Infrastructure and Facilities, gaining 15.2 points over the previous assessment and moving into the Uttam-2 category. This domain evaluates the availability of school infrastructure and facilities that support teaching and learning.
Domain-wise Performance
|
Domain |
Delhi’s Performance |
|
Equity |
Utkarsh |
|
Infrastructure & Facilities |
Uttam-2 |
|
Overall PGI Category |
Prachesta-1 |
Enrolment Trends
According to UDISE+ data used in the PGI assessment, enrolment trends varied across different stages of schooling.
The Gross Enrolment Ratio (GER) at the Foundational Stage (pre-primary to Class 2) declined from 104.8 in 2023–24 to 102.8 in 2024–25. At the Preparatory Stage (Classes 3–5), GER increased slightly from 51.0 to 52.2.
The Middle Stage (Classes 6–8) recorded the largest increase, with GER rising from 106.8 to 115.0. At the Secondary Stage (Classes 9–12), GER improved marginally from 91.0 to 91.7.
The assessment also notes that total enrolment in Delhi government schools has declined over the past three years, suggesting the need for continued monitoring of participation trends.
Gross Enrolment Ratio (GER)
|
School Stage |
2023–24 |
2024–25 |
Trend |
|
Foundational |
104.8 |
102.8 |
Declined |
|
Preparatory |
51.0 |
52.2 |
Increased |
|
Middle |
106.8 |
115.0 |
Increased |
|
Secondary |
91.0 |
91.7 |
Slight Increase |
Student Retention
Delhi maintained a 100% retention rate at the foundational, preparatory, and middle stages. However, retention at the secondary stage was reported at 86%, indicating a gap during students’ transition to higher classes.
The Ministry has recommended a detailed review of the factors contributing to secondary-level dropouts to support targeted interventions.
|
School Stage |
Retention Rate |
|
Foundational |
100% |
|
Preparatory |
100% |
|
Middle |
100% |
|
Secondary |
86% |
District-Level Performance
The Performance Grading Index for Districts (PGI-D) 2025–26 also recorded positive results for Delhi. According to the Ministry, four districts in the national capital were among the 19 districts nationwide that achieved the Uttam-2 performance category.
Ministry Recommendations
The assessment recommends targeted measures to address the identified gaps.
For foundational enrolment, the Ministry has advised analysing class-wise enrolment trends and using data from the Poshan Tracker, which records enrolment in Anganwadi centres, to identify children before they enter formal schooling.
To improve secondary retention, it has recommended examining the reasons behind student dropouts during the transition to higher classes and strengthening enrolment efforts at both the foundational and secondary stages.
|
Focus Area |
Recommended Action |
|
Foundational Enrolment |
Analyse enrolment trends and utilise Poshan Tracker data |
|
Secondary Retention |
Review causes of dropouts during school transition |
|
Overall Participation |
Strengthen enrolment initiatives across school stages |
Policy Context
The Performance Grading Index is intended to provide a broad assessment of school education systems beyond examination outcomes alone. By tracking indicators related to access, equity, governance, infrastructure, and learning, it helps governments identify strengths, monitor progress, and prioritise policy interventions.
Delhi’s performance in the 2025–26 assessment reflects progress in some key areas while highlighting continuing challenges in enrolment and student retention. These findings are expected to inform future planning under ongoing school education reforms.
Official Sources
Primary Sources
- Ministry of Education, Government of India: Performance Grading Index (PGI) 2.0 for States/UTs (PGI-S) and Performance Grading Index for Districts (PGI-D), 2025–26.
- Ministry of Education, Government of India: Unified District Information System for Education Plus (UDISE+) Report 2025–26.
- Press Information Bureau (PIB): Official releases accompanying the PGI and UDISE+ reports.
Reporting Period: PGI 2025–26 assessment using UDISE+ school education data for 2024–25, where applicable.
Source Retrieval Date: 8 July 2026.
Reader Verification Advisory: Readers should verify the latest information through the official Ministry of Education and Press Information Bureau (PIB) publications. If revised reports, corrigenda, or subsequent notifications are issued, the latest official documents will take precedence over the information presented in this article.
Editorial Disclaimer: This article is based on official government reports available at the time of publication. Policies, statistical data, reporting methodologies, and related notifications may be updated. Readers are advised to refer to the latest Ministry of Education publications for the most current information. Where any discrepancy exists, the latest official notification or report shall prevail.