<![CDATA[Purpose: To evaluate the effectiveness of regional educational development planning and the fulfillment of Minimum Service Standards (SPM) in South Jakarta, addressing underlying service quality disparities. Method: This qualitative case study employed the CIPP evaluation model. Data were collected in 2025 via in-depth interviews, structured observations, and document reviews involving 15 key informants (planners, principals, supervisors) across the local Education Agency. Findings: While quantitative SPM targets were administratively met, the evaluation revealed severe input inequalities regarding digital facilities and compliance-driven bureaucratic processes. This polarized educational outcomes, specifically hindering the equitable distribution of numeracy literacy between elite and marginalized schools. Practical implications: Compels policymakers to precisely reallocate budgets towards adaptive learning technologies and shift administrative quality assurance instruments toward formative pedagogical supervision for educators. Originality/value: Pioneers a paradigm shift in SPM assessment from rudimentary "physical availability" metrics to a comprehensive "equity of outcomes" model, distinctly highlighting how macro-governance impacts micro-competencies such as mathematics.]]>
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