Selecting or Rewarding Teachers? International Evidence from Primary Schools

Michela Braga (), Daniele Checchi, Christelle Garrouste and Francesco Scervini

No 12200, IZA Discussion Papers from Institute of Labor Economics (IZA)

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: teacher recruitment process; PIRLS; student achievements; teacher pay (search for similar items in EconPapers)
JEL-codes: H52 I21 I28 J44 (search for similar items in EconPapers)
Pages: 42 pages
Date: 2019-03
New Economics Papers: this item is included in nep-edu, nep-eur and nep-ure
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Citations: View citations in EconPapers (1)

Published - published in: Economics of Education Review, 2020, 76, 101986

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Related works:
Journal Article: Selecting or rewarding teachers? International evidence from primary schools (2020)
Working Paper: Selecting or rewarding teachers? International evidence from primary schools (2020)
Working Paper: Selecting or Rewarding Teachers? International Evidence from Primary Schools (2019)
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