On August 7th, 2025, a remarkable feat unfolded across two districts in Telangana. By the end of the day, nearly 800 children from 26 schools had sat for assessments, 42 enumerators had gone from classroom to classroom, and 10 of us from CEGIS had returned tired, but deeply moved by what we had experienced.

To measure the impact of the School Strengthening project on Learning Outcomes of students, a baseline assessment had to be conducted. Anchored by the Telangana Education Commission (TEC) and led by the CEGIS team, it covered the pilot mandals of Manchal (in Rangareddy district) and Vangoor (in Nagarkurnool district). To ensure rigour and consistency, SCERT tools were deployed, and D.El.Ed students served as third-party enumerators. Significantly, this was a retesting of the July 2025 baseline census assessment conducted by school teachers for Foundational Literacy and Numeracy (Grade 2-5) and Learning Improvement Program subjects (Grades 6-9). Thus, beyond generating baseline data for school strengthening, the exercise also served as a quality check for the teacher-led state-wide survey. As close collaborators with the Government of Telangana, our role was to drive the entire process.

There were many firsts along the way. The sheer scale and spread of covering 26 schools across two districts in a single day was a challenge in itself. Our colleagues at CEGIS, from across solutions and sectors, volunteered to contribute to this exercise. From logistics to test administration, everyone took on roles as the situation demanded. When three enumerators were unable to join, two of us stepped into the classrooms ourselves, assessing nearly 50 children each. It was not part of the original plan, but adapting based on the need of the hour was made possible through unmatched teamwork. The energy, agility, and support shown on ground reflected the very spirit of collaboration this pilot stands for: between government, educators, and partners like us.

The day also carried reminders of why rigour matters. We found proxy students attempting to take tests on behalf of absent friends. We saw teachers trying to prompt answers—a well-intentioned but misplaced effort to protect their students from failure. Yet, there were also reminders of the system’s commitment. The enumerators, well trained by resource persons, turned up with minimal absenteeism and conducted the assessments relentlessly. One school even chose to cancel a local holiday to ensure the assessments went ahead without disruption. SCERT colleagues, too, worked round the clock to modify tools in just two working days.

This commitment was mirrored by the students and schools. All the children were enthusiastic about the process, and even absentees were called to write the examinations. Enumerators were quick learners, patient enough to sit through the three hours conducting the exams. Despite the assessment being a re-test, the initiative received commendable support from both teaching staff and school management. The management demonstrated proactive engagement by facilitating key logistical arrangements, including the allocation of examination rooms, mobilisation of sampled students, and rescheduling of regular classes and other pre-planned academic activities. These coordinated efforts significantly contributed to the smooth conduct of the assessment. Importantly, though the assessment was a CEGIS-pitched idea, the entire assessment and evaluation cost was borne by the TEC itself—underscoring the importance of this exercise.

Beyond the data, the day was also about being grounded in the realities of the schools we serve. Two of us sat with the children to eat their mid-day meal, a simple but sufficient plate of rice, sambar and egg. It was a small moment, but one that made visible the lived experiences behind the numbers we so often work with.

By the end of the day, we all returned home with a sense of fulfillment. It had been more than just a data collection exercise—it was a testament to what we can achieve together, in a single day, when working towards a shared purpose. Every now and then, amidst a school room surrounded by children's chatter, chalk-dusted blackboards and the clatter of stainless steel at lunch, we get to witness the system in action—and the immense possibilities it contains.