Teacher Performance-based Incentives and Learning Inequality / Deon Filmer.

Format:

Book

Government document

Author/Creator:

Filmer, Deon.

Contributor:

Habyarimana, James.

Sabarwal, Shwetlena.

Series:

Policy research working papers.

World Bank e-Library.

Language:

English

Subjects (All):

Education.

Education For All.

Education Reform and Management.

Effective Schools and Teachers.

Incentive Program.

Learning Outcomes.

Secondary Education.

Student Achievement.

Student Learning.

Teacher Incentives.

Local Subjects:

Education.

Education For All.

Education Reform and Management.

Effective Schools and Teachers.

Incentive Program.

Learning Outcomes.

Secondary Education.

Student Achievement.

Student Learning.

Teacher Incentives.

Physical Description:

1 online resource (35 pages)

Place of Publication:

Washington, D.C. : The World Bank, 2020.

System Details:

data file

Summary:

This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a "discouragement effect" (once incentives were withdrawn, student performance did not fall below pre-baseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.