The impact of incentivizing training on students’ outcomes

Tatiana Paredes and Almudena Sevilla

Economics of Education Review, 2024, vol. 98, issue C

Abstract: This paper studies the effect on students’ scores of incentivizing in-service teacher training in a system that conditions teacher promotions to in-service training take-up. In Ecuador, teachers need to pass a compulsory knowledge test with a minimum score and undergo substantial training to qualify for a promotion. We use a regression discontinuity design to identify the causal effect of incentivizing in-service teacher training on students’ scores on a standardized national university entrance exam. We find that in-service training significantly improves students’ verbal test scores by 0.19 to 0.31 standard deviations (depending on the selected comparison window).

Keywords: Professional development; Teachers; Developing countries; Regression discontinuity design (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:98:y:2024:i:c:s027277572300136x

DOI: 10.1016/j.econedurev.2023.102489

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