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Incentives for Teacher Relocation: Evidence from the Gambian Hardship Allowance

  • Pugatch, Todd

    ()

    (Oregon State University)

  • Schroeder, Elizabeth

    ()

    (Oregon State University)

We evaluate the impact of the Gambian hardship allowance, which provides a salary premium of 30-40% to primary school teachers in remote locations, on the distribution and characteristics of teachers across schools. A geographic discontinuity in the policy's implementation and the presence of common pre-treatment trends between hardship and non-hardship schools provide sources of identifying variation. We find that the hardship allowance increased the share of qualified (certified) teachers by 10 percentage points. The policy also reduced the pupil-qualified teacher ratio by 27, or 61% of the mean, in recipient schools close to the distance threshold. Further analysis suggests that these gains were not merely the result of teachers switching from non-hardship to hardship schools. With similar policies in place in more than two dozen other developing countries, our study provides an important piece of evidence on their effectiveness.

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Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 7723.

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Length: 40 pages
Date of creation: Nov 2013
Date of revision:
Publication status: published in: Economics of Education Review, 2014, 41, 120-136
Handle: RePEc:iza:izadps:dp7723
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  1. Kazianga, Harounan & Levy, Dan & Linden, Leigh L. & Sloan, Matt, 2012. "The Effects of "Girl-Friendly" Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso," IZA Discussion Papers 6574, Institute for the Study of Labor (IZA).
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