Teacher quality and incentives - Theoretical and empirical effects of standards on teacher quality
Applying the theory of yardstick competition to the schooling system, we show that it is optimal to have central tests of student achievement and to engage in benchmarking because it raises the quality of teaching. This is true even if teachersâ€™ pay (defined in monetary terms) is not performance related. If teachers value reputation, and if teaching output is measured so that it becomes comparable, teachers will increase their effort. The theory is tested using the German PISA-E data. Use is made of the fact that central exams exist in some federal states of Germany but not in all. The empirical evidence suggests that central exams have a positive effect on the quality of teaching.
|Date of creation:||30 Jun 2005|
|Date of revision:|
|Contact details of provider:|| Postal: |
Web page: http://www.mea.mpisoc.mpg.de/
|Order Information:|| Email: |
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Angrist, Joshua D. & Guryan, Jonathan, 2008.
"Does teacher testing raise teacher quality? Evidence from state certification requirements,"
Economics of Education Review,
Elsevier, vol. 27(5), pages 483-503, October.
- Joshua D. Angrist & Jonathan Guryan, 2003. "Does Teacher Testing Raise Teacher Quality? Evidence from State Certification Requirements," NBER Working Papers 9545, National Bureau of Economic Research, Inc.
- Angrist, Joshua & Guryan, Jonathan, 2005. "Does Teacher Testing Raise Teacher Quality? Evidence from State Certification Requirements," IZA Discussion Papers 1500, Institute for the Study of Labor (IZA).
- Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 1999. "Do Higher Salaries Buy Better Teachers?," NBER Working Papers 7082, National Bureau of Economic Research, Inc.
- Victor Lavy, 2002. "Evaluating the Effect of Teachers' Group Performance Incentives on Pupil Achievement," Journal of Political Economy, University of Chicago Press, vol. 110(6), pages 1286-1317, December.
- Michael Kremer & Nauman Ilias & Paul Glewwe, 2003.
Natural Field Experiments
00257, The Field Experiments Website.
- Bishop, John H, 1997. "The Effect of National Standards and Curriculum-Based Exams on Achievement," American Economic Review, American Economic Association, vol. 87(2), pages 260-64, May.
- Richard Blundell & Monica Costa Dias, 2000. "Evaluation methods for non-experimental data," Fiscal Studies, Institute for Fiscal Studies, vol. 21(4), pages 427-468, January.
- Victor Lavy, 2004.
"Performance Pay and Teachers' Effort, Productivity and Grading Ethics,"
NBER Working Papers
10622, National Bureau of Economic Research, Inc.
- Victor Lavy, 2009. "Performance Pay and Teachers' Effort, Productivity, and Grading Ethics," American Economic Review, American Economic Association, vol. 99(5), pages 1979-2011, December.
- Bishop, J., 1997. "The Effect of national Standards and Curriculum-Based Exams on Achievement," Papers 97-01, Cornell - Center for Advanced Human Resource Studies.
- Edward P. Lazear, 2004. "Speeding, Tax Fraud, and Teaching to the Test," NBER Working Papers 10932, National Bureau of Economic Research, Inc.
- Heckman, James J & Ichimura, Hidehiko & Todd, Petra, 1998. "Matching as an Econometric Evaluation Estimator," Review of Economic Studies, Wiley Blackwell, vol. 65(2), pages 261-94, April.
- Hendrik Jürges & Kerstin Schneider & Felix Büchel, 2003.
"The Effect of Central Exit Examinations on Student Achievement: Quasi-experimental Evidence from TIMSS Germany,"
CESifo Working Paper Series
939, CESifo Group Munich.
- Hendrik Jürges & Kerstin Schneider & Felix Büchel, 2005. "The Effect Of Central Exit Examinations On Student Achievement: Quasi-Experimental Evidence From TIMSS Germany," Journal of the European Economic Association, MIT Press, vol. 3(5), pages 1134-1155, 09.
- Hendrik Jürges & Kerstin Schneider, 2004. "International Differences in Student Achievement: An Economic Perspective," German Economic Review, Verein für Socialpolitik, vol. 5(3), pages 357-380, 08.
- Wößmann, Ludger, 2002. "Central Exams Improve Educational Performance: International Evidence," Kiel Discussion Papers 397, Kiel Institute for the World Economy (IfW).
- Effinger, M.R. & Polborn, M.K., 1997.
"A Model of Vertically Differenciated Education,"
97.469, Toulouse - GREMAQ.
- Mark Armstrong & Simon Cowan & John Vickers, 1994. "Regulatory Reform: Economic Analysis and British Experience," MIT Press Books, The MIT Press, edition 1, volume 1, number 0262510790, June.
When requesting a correction, please mention this item's handle: RePEc:mea:meawpa:05091. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Henning Frankenberger)
If references are entirely missing, you can add them using this form.