 Is the remedy worse than the disease? The impact of teacher remediation on teacher and student performance in ChileEconomics of Education Review, 2019, vol. 73, issue C Abstract: I study the impact of remedial training for low-performing teachers in Chile. Taking advantage of the fact that assignment to remediation is mainly based on teacher evaluation scores, I use a fuzzy regression discontinuity design and find that teachers barely assigned to remediation improve their pedagogical practices as measured by their next evaluation scores. While there is suggestive evidence that these teachers’ students obtain higher standardized test scores after the training is complete, this result is not robust, and the suggestive positive impact disappears after one year. I also find that during the year of their teacher’s reevaluation, the students of teachers assigned to remedial training obtain significantly lower test scores. Teachers assigned to remediation report lower prestige and job satisfaction, suggesting that the stigma of being labeled as a low performer leads teachers to put more effort into preparing their teaching evaluations, causing a temporary drop in student learning. Keywords: Education; Teachers; Training; Chile (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:73:y:2019:i:c:s0272775719301736 DOI: 10.1016/j.econedurev.2019.101928 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
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