Despite having more than 3.5 million1 children who remain out of school, Afghanistan has made great strides in in the educational sector. The number of students in school increased from around 1 million in 2001 to more than 9 million in 2015 (39% of whom are girls).2 This is a commendable achievement in a country where delivery of basic public goods and services has been tremendously complicated by over three decades of armed conflict. However, there remains a lot of ground to cover to ensure access to quality education for all in the country. These challenges include security concerns, insufficient and low-quality school buildings, limited access to water and sanitation, the limited availability of qualified teachers (especially female teachers), insufficient learning materials, and corruption and mismanagement of resources. This report is based on primary data generated through a survey of 276 schools in 10 provinces over a period of three years to assess the operation and physical condition of donor-funded schools in Afghanistan. All the schools surveyed have been constructed within the last 15 years with funding from the donors. Though restricted by the size of the sample and scope of the survey, the study tries to capture the impact of insecurity on the schools status, beneficiary perception on usefulness and quality of schools; and report on the physical status of the infrastructure, gender parity, qualification of teachers, studentteacher ratio, and access to learning materials. The surveys were conducted between October 2015 and April 2018 in 10 provinces including Baghlan, Balkh, Faryab, Herat, Kabul, Kapisa, Khost, Kunar, Kunduz, and Parwan.