This paper aims to show the impact of access to electricity on school enrollment in Bangladesh. It offers an empirical investigation of the relationship between access to electricity and school enrollment statuses, such as grade progression, repetition, and non-attendance. The data were taken from Bangladesh’s Multiple Indicator Cluster Survey (MICS) database 2012–2013 provided by the Bangladesh Bureau of Statistics (BBS) and UNICEF; the data include two years of grading information for children of ages ranging from 5–15. We applied the propensity score matching (PSM) and the Markov schooling transition model using matched sample data. The results show that access to electricity has a significant positive effect on grade progression and a significant negative effect on non-attendance in the short run as well as in the long run. The simulation result shows that the non-attendance rate is lower and the school enrollment rate for children grades 9-11 is higher in the electrified areas compared to unelectrified areas. This result suggests that access to electricity is an important strategic indicator for increasing school enrollment in both primary and secondary schools.