Using a cohort of higher secondary students in Delhi, we provide the first value added measures of teacher and student effectiveness from public schools in India. In line with existing literature, we find significant variation in within-school teacher quality, and even greater variation in student quality. Some new context specific findings are that except for teacher tenure, no other teacher characteristic, including personality traits, predicts teacher effectiveness; principal ratings are loosely correlated with value added measures of teacher effectiveness; relative to students from families where only the father earns, those where both parents earn perform worse; and student’s religion, caste and parents’ education have no predictive power for student effectiveness.