Activists and researchers currently advocating for the dire need to increase girls’ educational access in developing nations often claim that fulfilling this need benefits girls, society, or both. In the wake of these arguments and changes in cultural gender norms, such countries have recently taken steps to address their sex disparity in education. This has been the case in India since at least the early 2000s when the Indian Government joined a global initiative with more than 160 other countries to improve not only girls’ but all children’s access to pre-collegiate schooling. During this time, the Government also passed legislation, the Right of Children to Free and Compulsory Education Act, that supports this initiviative. Since then, progress in India has been made, especially in terms of increasing girls’ enrollment rate in primary and secondary schools. However, research indicates that much work remains to be done to eliminate this sex disparity and that such is particularly the case for girls experiencing multiple, intersecting forms of inequality (e.g., sex, caste, and class discrimination). Also in need of substantial improvement is the quality of public education itself. A dearth in professionally trained teachers and infrasturctural problems in government schools further contribute to the low-quality education that children tend to receive.