Chandigarh became the first state/territory in the PGI 2.0 series to enter the highest category (Uttam), scoring 766 out of 1000 points in 2025-26. However, a detailed analysis of the latest report by the Union Ministry of Education on the Performance Assessment Index 2.0, published on Tuesday, demonstrates that the recent rise was primarily driven by governance processes, infrastructure, and teacher training. Meanwhile, the learning outcomes domain, which accounts for 240 points and is the ultimate goal of the index, remained unchanged as the index retained the PARAKH National Survey 2024 scores for the 2025-26 period.
The Performance Assessment Index 2.0 evaluates states and territories by grouping them rather than assigning ranks. It is based on 70 indicators divided into two main categories—governance and outcomes—and three governance areas: quality and learning outcomes, access, infrastructure and amenities, equity, governance processes, and teacher preparation and training.
The 2025-26 version marked a clear shift. Chandigarh ranked first among states/territories in the PGI 2.0 series, entering the Uttam range, scoring 766 out of 1000 points and occupying the Uttam-3 position, the lowest of the three Uttam categories. No state/territory reached the Uttam-2, Uttam-1, or Utkarsh levels. The states of Dadra and Nagar Haveli and Daman and Diu, Punjab, Kerala, and Delhi were in the Prachesta-1 category, followed by five in Prachesta-2, 13 in Prachesta-3, and 13 in Akanshi-1. For the first time in three years, no region fell into the lowest categories (Akanshi-2 or Akanshi-3).
The hierarchy of PGI 2.0 categories, from highest to lowest, includes Utkarsh, then Uttam (1-3), Prachesta (1-3), and Akanshi (1-3), with Utkarsh being the highest level.
Growth is also observed at the lower end of the ranking. Meghalaya, which had the lowest score, increased its points from 448 in 2024-25 to 525.7 in 2025-26, moving out of the Akanshi-3 category. The gap between the highest and lowest score narrowed to 240.3 points, representing 31.4%, compared to 51% in 2017-18. The report notes that Meghalaya scored 53%, while all other states/territories exceeded the 50% mark.
An analysis conducted by TOI on state applications showed that 32 out of 36 states/territories improved their performance compared to 2024-25. The average increase was 26.4 points, with governance processes contributing the most, adding an average of 13.6 points, followed by infrastructure and amenities with 6.3 points and teacher training with 4.7 points. Learning outcomes, however, showed no movement.
Governance became the main driver of progress. Meghalaya increased its score in this area by 45.1 points, Lakshadweep by 36.6, Bihar by 34.9, Karnataka by 33.2, Tamil Nadu by 32.5, Goa by 32.1, and Andhra Pradesh by 32.0. Chandigarh's overall growth of 26.9 points was largely ensured by governance, where it rose from 83.2 to 106, becoming the only state/territory in Uttam-1 in this area.
The same area explains the regression. Manipur, Madhya Pradesh, Odisha, and Uttarakhand were the only four regions that lowered their overall ranking, losing positions mainly due to governance issues. Puducherry improved its overall score but dropped to 39.2 in the governance sphere, becoming the only Akanshi-1 indicator in this area.
Infrastructure became the second factor of growth. Gujarat added 22.5 points, Lakshadweep 17.9, Meghalaya 15.7, and Delhi 15.2. Chandigarh, DNH&DD, Delhi, and Lakshadweep reached the Uttam-2 level in infrastructure. Regarding equity, Chandigarh, Delhi, and Tamil Nadu were in the Utkarsh category; Kerala and Lakshadweep achieved Utkarsh in teacher preparation and training.
Learning outcomes remain a significant limitation. Punjab maintained its status as the national leader and the only state/territory in Uttam-3 for learning outcomes, while Meghalaya remained last in Akanshi-2. The report emphasizes that learning outcomes are the 'ultimate goal' of the index, but for 2025-26, scores based on PRS 2024 were retained.
At the district level, PGI-D shows broader but uneven progress: 462 districts improved their results, and 50 moved up a class, with 19 districts reaching the Uttam-2 level. However, no district reached the Utkarsh level, confirming the same conclusion as in the state index: systems are developing, but classroom test results still take precedence.
