**School Survey Long:** This survey is administered twice, once at baseline in summer 2012 and again after treatment in the first follow-up round in May 2013. It contains two modules: the first module collects detailed information on school characteristics, operations and priorities; and the second module collects household and information from school owners. The financial preferred respondent for the first module is the operational head of the school, i.e. the individual managing day-to-day operations; if this individual was absent the day of the survey, either the school owner, the principal or the head teacher could complete the survey. For the second module, the preferred respondent was either the legal owner or the financial decision-maker of the school. In practice, the positions of operational head or school owner are often filled by the same individual.

**School Survey Short:** This survey is administered quarterly between October 2013 and December 2014, for a total of four rounds of data. Unlike the long school survey, this survey focuses on our key outcome variables: enrollment, fees, revenues and costs. The preferred respondent is the operational head of the school, followed by the school owner or the head teacher. Please consult Appendix Figure C3 to see the availability of outcomes across rounds.

**Child Tests and Questionnaire:** We test and collect data from children in our sample schools twice, once at baseline and once after treatment in follow-up round 3. Tests in Urdu, English and Mathematics are administered in both rounds; these tests were previously used and validated for the LEAPS project (Andrabi et al., 2002). Baseline child tests are only administered to a randomly selected half of the sample (426 schools) in November 2012. Testing is completed in 408 schools for over 5000 children, primarily in grade 4.<sup>6</sup> If a school had zero enrollment in grade 4 however, then the preference ordering of grades to test was grade 3, 5, and then 6.<sup>7</sup> A follow-up round of testing was conducted for the full sample in January 2014. We tested two grades between 3 and 6 at each school to ensure that zero enrollment in any one grade still provided us with some test scores from every school. From a roster of 20,201 enrolled children in this round, we tested 18,376 children (the rest were absent). For children tested at baseline, we test them again in whichever grade they are in as long as they were enrolled at the same school. We also test any new children that join the baseline test cohort. In the follow-up round, children also complete a short survey, which collects family and household information (assets, parental education, etc.), information on study habits, and self-reports on school enrollment.

**Teacher Rosters:** This survey collects teacher roster information from all teachers at a school. Data include variables such as teacher qualifications, salary, residence, tenure at school and in the profession. It was administered thrice during the project period, bundled with other surveys. The first collection was combined with baseline child testing in November 2012, and hence data was collected from only half of the sample. Two follow-up rounds with the full sample took place in May 2013 (round 1) and November 2014 (round 5).

**Investment Plans:** These data are collected once from the treatment schools as part of the disbursement activities during September-December 2012. The plans required school owners to write down their planned investments and the expected increase in revenues from these investments— whether through increases in enrollment or fees. School owners also submitted a desired disbursement schedule for the funds based on the timing of their investments. 6The remaining schools had either closed down (2), refused surveying (10) or had zero enrollment in the tested grades at the time of surveying (6). The number of enrolled children is 5611, of which 5018 children are tested; the remaining 11% are absent.

> 797 percent of schools (394/408) had positive enrollment in grade 4.

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