Do paid teacher trainee programs lead to additional teachers in secondary education? A Regression Discontinuity Analysis

Anja Deelen (a.p.deelen@cpb.nl) and Sonny Kuijpers (s.kuijpers@cpb.nl)
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Anja Deelen: CPB Netherlands Bureau for Economic Policy Analysis
Sonny Kuijpers: CPB Netherlands Bureau for Economic Policy Analysis

No 374, CPB Discussion Paper from CPB Netherlands Bureau for Economic Policy Analysis

Abstract: This paper evaluates the quantitative effects of two teacher traineeships that were implemented in the Netherlands to address shortages of fully qualified teachers in secondary education. Applying a fuzzy regression discontinuity design, we estimate the effects of being selected to participate in one of the traineeships. We find no significant local average treatment effects of being selected on the probabilities of enrolling into academic teacher training, obtaining a full teaching qualification, and on working in education, although the point estimates are positive for the first two outcome variables. The lack of significant results may partially be due to our small sample size. However, the specific design of the traineeship programs, that required candidates to find a school by themselves, may also contribute to these findings.

JEL-codes: I20 I21 I28 (search for similar items in EconPapers)
Date: 2018-02
New Economics Papers: this item is included in nep-edu and nep-ure
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