The impact of incentivizing training on students’ outcomes

Tatiana Paredes and Almudena Sevilla

LSE Research Online Documents on Economics from London School of Economics and Political Science, LSE Library

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)
JEL-codes: C10 I20 (search for similar items in EconPapers)
Date: 2024-02-01
New Economics Papers: this item is included in nep-ure
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Published in Economics of Education Review, 1, February, 2024, 98, pp. 102489. ISSN: 0272-7757

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