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Attrition was maintained at 3.4% to 7.7% across most study arms (except Vadodara Year 1 at 17-18% due to communal riots), with attritor pretest scores showing no significant difference between treatment and control groups.
Assigned teacher effectiveness had no statistically significant impact on student state test data availability (-0.012, SE = 0.033), 4th–8th grade MET project outcome availability (-0.070, SE = 0.143), or high school MET project outcome availability (-0.077, SE = 0.144), establishing that sample attrition was independent of treatment assignment.
Applying a three-tiered matching protocol (ID alone, ID and city, ID and name) recovered match rates ranging from 18.8% to 25.5% among vocational applicants, establishing a statistically significant 4.9 to 6.1 percentage point increase in examination participation for voucher winners.
Post-intervention wage returns remain positive and statistically significant under weighted adjustments (IV estimate = $4.20/day, p < 0.05; IHS daily wage = 0.605, p < 0.05) and conservative bounding scenarios, confirming that survey non-response does not account for the observed labor market returns.
Assigned teacher effectiveness showed no statistically significant relationship with peer baseline math scores (coefficient = 0.246, SE = 0.164) or other peer traits; joint hypothesis p-values were 0.405 for grades 4–8 and 0.321 for high school, proving post-randomization peer stability.