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Selecting or Rewarding Teachers? International Evidence from Primary Schools

Author

Listed:
  • Michela Braga

    (Bocconi University [Milan, Italy])

  • Daniele Checchi

    (UNIMI - Università degli Studi di Milano = University of Milan, IZA - Forschungsinstitut zur Zukunft der Arbeit - Institute of Labor Economics)

  • Christelle Garrouste

    (LIPHA - Laboratoire Interdisciplinaire d'étude du Politique Hannah Arendt Paris-Est - UPEC UP12 - Université Paris-Est Créteil Val-de-Marne - Paris 12 - Université Gustave Eiffel, LEO - Laboratoire d'Économie d'Orleans [FRE2014] - UO - Université d'Orléans - UT - Université de Tours - CNRS - Centre National de la Recherche Scientifique, UPEC UP12 - Université Paris-Est Créteil Val-de-Marne - Paris 12)

  • Francesco Scervini

    (UNIPV - Università degli Studi di Pavia = University of Pavia)

Abstract

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.

Suggested Citation

  • Michela Braga & Daniele Checchi & Christelle Garrouste & Francesco Scervini, 2019. "Selecting or Rewarding Teachers? International Evidence from Primary Schools," Post-Print hal-03241672, HAL.
  • Handle: RePEc:hal:journl:hal-03241672
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    References listed on IDEAS

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    Cited by:

    1. Anna Thum-Thysen & Rossella Cravetto & Jan Varchola, 2021. "Investing in People’s Competences A Cornerstone for Growth and Wellbeing in the EU," European Economy - Discussion Papers 139, Directorate General Economic and Financial Affairs (DG ECFIN), European Commission.
    2. Lorenzo Cappellari & Daniele Checchi & Marco Ovidi, 2022. "The effects of schooling on cognitive skills: evidence from education expansions," DISCE - Working Papers del Dipartimento di Economia e Finanza def122, Università Cattolica del Sacro Cuore, Dipartimenti e Istituti di Scienze Economiche (DISCE).

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    More about this item

    Keywords

    student achievements; PIRLS; teacher recruitement process; teacher pay;
    All these keywords.

    JEL classification:

    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J44 - Labor and Demographic Economics - - Particular Labor Markets - - - Professional Labor Markets and Occupations

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