Effective democratic representation is closely connected to economic development, good governance, and political stability. However, accountability is often limited in the developing contexts where it is needed most. In light of the mixed evidence that information dissemination campaigns can support electoral accountability, we explore whether education complements or substitutes for information provision in pursuing this goal. To assess these claims, we are conducting a panel survey in Senegal around the July 2017 national legislative elections. Our design nests two sources of exogenous variation: quasi-experimental variation in access to free secondary schooling and randomized individual-level provision of legislator duty and performance information before the election. Such variation enables us to plausibly identify the effects of access to secondary education, information about deputy responsibilities, incumbent and benchmarked performance information, and their interactions on political engagement and electoral accountability. The surveys also explore the mechanisms underpinning these effects, helping us to speak to the broader question of whether and how education complements or substitutes for information provision in supporting electoral accountability, and ultimately democratic representation.