The use of ‘school report cards’, in which data on schools are shared with school actors, has been expanding in sub-Saharan Africa. However, data on, and evaluations of, their efficiency in improving transparency and accountability and tackling corruption have been limited. The present study examines 21 school report card initiatives undertaken in 13 countries of sub-Saharan Africa, analysing seven in depth through interviews with stakeholders. It highlights a variety of approaches, distinguishing initiatives aiming to improve management from those promoting dialogue between school and community. Detailed recommendations for decision-makers emphasize the need to: address monitoring of resources when designing school report cards; properly take into consideration the rights of citizens to express their expectations and concerns and identify tailored solutions; and encourage public institutions to be more responsive in addressing their concerns.