Education serves as a critical tool for promoting equity and social justice, especially for historically marginalized communities such as the Scheduled Castes (SCs) in India. Recognizing persistent socio-economic and structural barriers faced by SC learners, both the Government of India and the Government of West Bengal have implemented a wide range of educational schemes to enhance access, retention, and academic participation at the secondary and higher secondary levels. This study examines the nature, effectiveness, and limitations of these schemes through a Qualitative Document Analysis (QDA) approach. Data were drawn from policy documents, government reports, scholarship guidelines, evaluation studies, and research literature to identify key patterns, implementation processes, and contextual challenges. The analysis reveals that schemes such as the Pre-Matric and Post-Matric Scholarships, Kanyashree Prakalpa, Sikshashree, Aikyashree, and the Swami Vivekananda Merit-cum-Means Scholarship have significantly contributed to reducing financial constraints, improving enrolment, and supporting the retention of SC students, particularly girls. However, findings also highlight persistent gaps related to administrative delays, limited awareness, infrastructural disparities, and socio-economic constraints that affect the full realization of scheme objectives. While financial support has improved quantitative indicators like enrolment, qualitative aspects such as learning outcomes, academic support, and institutional responsiveness remain insufficiently addressed. The study concludes that educational schemes need stronger implementation mechanisms, improved monitoring, and integration with broader pedagogical and social support systems to achieve meaningful educational equity for SC students in West Bengal.