Jyoti Sroat Higher Secondary School Achieves Top Rank in State Grading

Shillong, India Jul 24, 2026 ALN: Jyoti Sroat Higher Secondary School in East Khasi Hills district has topped the state ranking of schools, achieving a remarkable score of 930 out of 1000. This accomplishment has earned the institution the prestigious Uttam-1 grade, marking it as one of the leading educational establishments in the region. The achievement of Jyoti Sroat is not only a testament to the hard work and dedication of its faculty and students but also reflects the potential for academic excellence within the educational framework of the state.

The School Performance Grading Index (MSPGI) for the academic year 2025-26 was unveiled by Education Minister Lahkmen Rymbui on Friday. This index serves as a comprehensive assessment tool designed to evaluate the performance of schools across various parameters, providing a clear picture of the educational landscape in the state. The MSPGI is particularly significant as it aims to promote accountability and transparency in the education sector, allowing stakeholders to make informed decisions regarding educational policies and resource allocation.

In stark contrast to Jyoti Sroat, Step by Step Lawwahskei L.P. School in West Khasi Hills district ranked at the bottom of the grading scale, with a dismal score of 26 out of 1000, resulting in the Akanshi-10 grade. This significant disparity in scores highlights the challenges faced by certain schools within the state. The stark difference between the top and bottom performers raises critical questions about the factors contributing to such discrepancies, including socioeconomic conditions, infrastructure, teacher training, and access to educational resources.

The MSPGI has classified all 11,443 schools assessed across the state into a structured grading system that consists of five tiers and sixteen levels: Utkarsh, Uttam, Prachesta, and Akanshi, arranged in descending order of performance. Each grade corresponds to a specific score band, enabling stakeholders to understand the relative performance of schools within the state. The grading system is designed to provide a clear framework for evaluating school performance, thereby fostering a competitive spirit among educational institutions to strive for higher standards.

It is noteworthy that no school in the state has yet achieved the top grade of Utkarsh, which indicates that while some schools are performing well, universal, all-round excellence across all 43 indicators remains an aspirational target rather than a current reality. Only 113 schools, which represents a mere 1.0% of the total, fall within the Uttam band (Uttam-1 to Uttam-3). This reflects a very small pool of consistently high-performing schools that stand out in the state’s educational framework, indicating that while progress is being made, significant challenges remain in elevating the overall quality of education.

The next tier, the Prachesta band, which includes schools rated from Prachesta-1 to Prachesta-3, accounts for 1,027 schools or 9.0% of the total. These schools have made progress past the foundational stage but have yet to achieve strong, consistent performance across various domains. This suggests that while there is some level of improvement, there is still a significant gap to bridge before reaching higher standards of educational excellence. The presence of schools in this band indicates that targeted interventions may be yielding some positive results, but there is a pressing need to maintain momentum and further enhance educational outcomes.

The overwhelming majority of schools, approximately 10,303, or 90.0% of the total, fall within the Akanshi band (Akanshi-1 to Akanshi-10), which represents the lower and lower-middle tiers of the grading scale. Within this band, performance is notably concentrated around the middle levels, with Akanshi-3 and Akanshi-4 alone accounting for 4,284 schools, or 37.4% of all schools in the state. This clustering indicates that a large majority of schools have managed to cross the most basic thresholds of accessibility and infrastructure but continue to face significant gaps in essential areas such as digital education, alignment with the National Education Policy (NEP), and other quality indicators necessary for moving up to the Prachesta and Uttam bands.

A very small number of schools—27 in Akanshi-9 and just 1 in Akanshi-10—remain at the lowest end of the scale. This indicates that acute, multi-dimensional deficiencies are the exception rather than the norm, highlighting the need for focused, school-specific interventions to address the unique challenges faced by these institutions. The presence of schools at the lowest tier underscores the urgent need for systemic reforms and targeted support to ensure that all students have access to a quality education.

Implications

The implications of the MSPGI findings are profound, particularly considering that nearly nine in ten schools are placed in the Akanshi band. This presents a clear principal policy priority: to shift the large middle cluster, especially those in Akanshi-3 and Akanshi-4, upward into the Prachesta band. To achieve this, targeted, domain-specific interventions in areas such as Digital Education and Quality are essential. These domains are identified as the most likely constraints preventing schools from advancing out of the Akanshi band. By focusing on enhancing these critical areas, it is anticipated that significant gains can be made in the state’s overall MSPGI performance in subsequent assessment cycles.

Furthermore, the findings from the MSPGI could potentially guide state education policymakers in allocating resources more effectively. By identifying which schools are struggling and which areas require the most attention, interventions can be tailored to meet specific needs, thereby fostering an environment conducive to improvement and excellence. This data-driven approach to educational reform can help ensure that resources are utilized efficiently and effectively, maximizing the impact of interventions on student learning outcomes.

In addition to the immediate implications for school performance, the results of the MSPGI also raise broader questions about educational equity and access in the state. The stark contrast between the top-performing Jyoti Sroat Higher Secondary School and the lowest-ranked Step by Step Lawwahskei L.P. School serves as a reminder of the disparities that exist within the education system. Addressing these disparities will be crucial in ensuring that all students in the state have access to quality education, regardless of the school they attend. The findings highlight the importance of implementing policies that promote equity and inclusivity in education, ensuring that no child is left behind.

As the state moves forward, it will be important to monitor the progress of schools within the various grading bands. Continuous assessment and feedback mechanisms will be vital in ensuring that schools can adapt and improve their practices in line with the evolving educational landscape. The MSPGI serves not only as a grading tool but also as a catalyst for ongoing dialogue and reform in the education sector. By fostering a culture of continuous improvement, schools can better respond to the changing needs of students and society.

In conclusion, while Jyoti Sroat Higher Secondary School's achievement is commendable and highlights the potential for excellence in education within the state, the broader implications of the MSPGI findings call for concerted efforts to uplift the majority of schools that are currently struggling. By prioritizing interventions that address the root causes of underperformance, the state has the opportunity to create a more equitable and high-quality education system for all its students. The journey toward educational excellence is ongoing, and it requires the collective efforts of educators, policymakers, and the community to ensure that every child has the opportunity to succeed.