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Stay a Little Longer? Teacher Turnover, Retention and Quality in Disadvantaged Schools

Asma Benhenda () and Julien Grenet ()
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Asma Benhenda: Centre for Education Policy and Equalising Opportunities, UCL Institute of Education, University College London

No 20-03, CEPEO Working Paper Series from UCL Centre for Education Policy and Equalising Opportunities

Abstract: Using French administrative data on secondary school teachers, we analyze a non-pecuniary, "career-path oriented" centralized incentive scheme designed to attract and retain teachers in French disadvantaged schools. We rely on a major reform of the structure of this incentive scheme to identify its effect on teacher turnover, retention, and quality in disadvantaged schools. We find this incentive scheme has a statistically significant positive effect on the number of consecutive years teachers stay in disadvantaged schools and decreases the probability of in- experienced teachers in disadvantaged schools to leave the profession. However, we find no statistically significant effect on the teacher experience gap nor the student achievement gap between disadvantaged and non disadvantaged schools.

Keywords: teachers; teacher mobility; teacher retention; educational inequalities; education prioritaire (search for similar items in EconPapers)
JEL-codes: I21 I22 J20 (search for similar items in EconPapers)
Pages: 40 pages
Date: 2020-01, Revised 2020-01
New Economics Papers: this item is included in nep-edu, nep-eur and nep-ure
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