Selecting or Rewarding Teachers? International Evidence from Primary Schools
Michela Braga
(1)
,
Daniele Checchi
(2, 3)
,
Christelle Garrouste
(4, 5, 6)
,
Francesco Scervini
(7)
1
Bocconi University [Milan, Italy]
2 UNIMI - Università degli Studi di Milano = University of Milan
3 IZA - Forschungsinstitut zur Zukunft der Arbeit - Institute of Labor Economics
4 LIPHA - Laboratoire Interdisciplinaire d'étude du Politique Hannah Arendt Paris-Est
5 LEO - Laboratoire d'Économie d'Orleans [FRE2014]
6 UPEC UP12 - Université Paris-Est Créteil Val-de-Marne - Paris 12
7 UNIPV - Università degli Studi di Pavia = University of Pavia
2 UNIMI - Università degli Studi di Milano = University of Milan
3 IZA - Forschungsinstitut zur Zukunft der Arbeit - Institute of Labor Economics
4 LIPHA - Laboratoire Interdisciplinaire d'étude du Politique Hannah Arendt Paris-Est
5 LEO - Laboratoire d'Économie d'Orleans [FRE2014]
6 UPEC UP12 - Université Paris-Est Créteil Val-de-Marne - Paris 12
7 UNIPV - Università degli Studi di Pavia = University of Pavia
Daniele Checchi
- Fonction : Auteur
- PersonId : 855890
Christelle Garrouste
- Fonction : Auteur
- PersonId : 746429
- IdHAL : christelle-garrouste
- ORCID : 0000-0002-6446-2277
Francesco Scervini
- Fonction : Auteur
- PersonId : 1078650
Résumé
Using data from three waves of PIRLS, this paper examines the effect of teacher quality on fourth-grade students' literacy test scores by exploiting variations induced by reforms in teachers' selection and/or reward schemes. We construct an original data set of relevant reforms taking place at the national level over the last century and affecting the working conditions of primary school teachers, matching them by the year they entered the profession. After showing that teacher experience/age and qualification are significantly correlated with student competencies, we study the correlation between teacher working conditions (including recruitment, pay and retirement policies) and pupil achievement. Our identifying assumption is that the impact of reforms dissipates with the distance between the reform's introduction and entry into the profession. The results point to a more selective recruitment process and, to a lesser extent, more generous reward policies as effective ways to enhance student performance.
Domaines
Economies et financesFormat du dépôt | Notice |
---|---|
Type de dépôt | Article dans une revue |
Résumé |
en
Using data from three waves of PIRLS, this paper examines the effect of teacher quality on fourth-grade students' literacy test scores by exploiting variations induced by reforms in teachers' selection and/or reward schemes. We construct an original data set of relevant reforms taking place at the national level over the last century and affecting the working conditions of primary school teachers, matching them by the year they entered the profession. After showing that teacher experience/age and qualification are significantly correlated with student competencies, we study the correlation between teacher working conditions (including recruitment, pay and retirement policies) and pupil achievement. Our identifying assumption is that the impact of reforms dissipates with the distance between the reform's introduction and entry into the profession. The results point to a more selective recruitment process and, to a lesser extent, more generous reward policies as effective ways to enhance student performance.
|
Titre |
en
Selecting or Rewarding Teachers? International Evidence from Primary Schools
|
Auteur(s) |
Michela Braga
1
, Daniele Checchi
2, 3
, Christelle Garrouste
4, 5, 6
, Francesco Scervini
7
1
Bocconi University [Milan, Italy]
( 330935 )
- Via Sarfatti, 25 Milano
- Italie
2
UNIMI -
Università degli Studi di Milano = University of Milan
( 300694 )
- Via Festa del Perdono 7 - 20122 Milano
- Italie
3
IZA -
Forschungsinstitut zur Zukunft der Arbeit - Institute of Labor Economics
( 237214 )
- Schaumburg-Lippe-Str. 5-9 D-53113 Bonn Germany
- Allemagne
4
LIPHA -
Laboratoire Interdisciplinaire d'étude du Politique Hannah Arendt Paris-Est
( 1004417 )
- Université Paris-Est Créteil Campus Centre de Créteil
Bâtiment T - Bureaux 131-139 61, avenue du Général de Gaulle 94010 Créteil Cedex
Université Gustave Eiffel, 5 boulevard Descartes
77454 Marne-la-Vallée Cedex 2
- France
5
LEO -
Laboratoire d'Économie d'Orleans [FRE2014]
( 554177 )
- Université d'Orléans - UFR Droit Economie Gestion - Rue de Blois - BP 26739 - 45067 ORLÉANS Cedex 2
- France
6
UPEC UP12 -
Université Paris-Est Créteil Val-de-Marne - Paris 12
( 420786 )
- 61 avenue du Général de Gaulle - 94010 Créteil cedex
- France
7
UNIPV -
Università degli Studi di Pavia = University of Pavia
( 303140 )
- Corso Strada Nuova, 65 - Pavie
- Italie
|
Numéro |
12220
|
URL éditeur |
https://www.iza.org/publications/dp/12200/selecting-or-rewarding-teachers-international-evidence-from-primary-schools
|
Langue du document |
Anglais
|
Nom de la revue |
|
Vulgarisation |
Non
|
Comité de lecture |
Oui
|
Audience |
Internationale
|
Date de publication |
2019-03
|
Domaine(s) |
|
Mots-clés (JEL) |
|
Mots-clés |
en
student achievements, PIRLS, teacher recruitement process, teacher pay
|
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