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India depicts the picture of severe social stringencies keeping girls away from attending school education due to the harsh reality of early child marriage and denial of aspirations of girl students in Indian society. The gender disparity in school educational attainment is evident as the figures of girls' enrollment in comparison to boys' enrollment at higher secondary stage of education in India always turn lower. In this context, measurement of technical efficiency (TE) is important because existence of technical inefficiency implies that one cannot produce maximum amount of output, given the resources, which can be interpreted as the penalty that the system is paying, and there is also the need to find out the relation between TE and gender inequality. The chapter contributes to the literature by (i) in the first stage estimating output-oriented TE of Indian higher secondary education for the period 2010–2011 to 2015–2016, using nonparametric Data Envelopment Analysis, for general category states and (ii) in the second stage, using the estimated TE scores from the first stage, and the regression analysis establishing the positive impact of the girls' enrollment relative to boys' on the resulting TE and hence the positive role of gender equality in enrollment on enhancing TE. The favorable role of (1) “government expenditures on education (as a ratio to aggregate expenditure for the state),” “proportion of para teachers” and the adverse role of (2) “percentage of schools without girl's toilet” and “percentage of schools without building,” in determining TE of Indian higher secondary education are evident.

In contrast to the available literature which uses common frontier for efficiency measurement of Indian secondary education (ISE) with state level data, output-oriented technical efficiency (OUTTE) of Indian states and union territories (UT) is estimated to find whether maximum possible output of ISE given the resources are being generated, by creating two separate frontiers for (i) General Category States (GCS) and (ii) Special Category States (SCS) and UT, as two groups operate under different economic and fiscal conditions, for 2010–2011 to 2015–2016 under variable returns to scale and using non-parametric Data Envelopment Approach. Not all GCS and SCS&UT are perfectly technically efficient, implying GCS/SCS can increase output of ISE given the existing inputs. OUTTE of ISE varies within and between GCS/SCS. A second step determinant analysis suggests both for GCS and SCS, OUTTE is related positively to (i) percentage of girls to boy’s enrollment in ISE, supporting the positive role of gender equality in education regarding enrollment; and (ii) ratio of government education expenditure to aggregate government expenditure and negatively to poor infrastructural variables. OUTTE is also positively related to per capita net state domestic product at factor cost (constant prices), proportion of para-teachers for GCS and percentage of ST enrollment for SCS.