 Selecting or Rewarding Teachers? International Evidence from Primary SchoolsMichela Braga (), Daniele Checchi, Christelle Garrouste and Francesco Scervini Post-Print from HAL Abstract: Using data from three waves of PIRLS, this paper examines the effect of teacher quality on fourth-grade students' literacy test scores by exploiting variations induced by reforms in teachers' selection and/or reward schemes. We construct an original data set of relevant reforms taking place at the national level over the last century and affecting the working conditions of primary school teachers, matching them by the year they entered the profession. After showing that teacher experience/age and qualification are significantly correlated with student competencies, we study the correlation between teacher working conditions (including recruitment, pay and retirement policies) and pupil achievement. Our identifying assumption is that the impact of reforms dissipates with the distance between the reform's introduction and entry into the profession. The results point to a more selective recruitment process and, to a lesser extent, more generous reward policies as effective ways to enhance student performance. Keywords: student achievements; PIRLS; teacher recruitement process; teacher pay (search for similar items in EconPapers) Published in IZA Discussion Papers, 2019, 12220 There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it. Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-03241672 Access Statistics for this paper More papers in Post-Print from HAL |
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