Heterogenous Teacher Effects of Two Incentive Schemes : Evidence from a Low-Income Country
This paper reports on a randomized evaluation of two teacher incentive programs, which were conducted in a nationally representative sample of 420 public primary schools in Guinea. In 140 schools, high-performing teachers were rewarded in-kind, wit...
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| Format: | Working Paper |
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World Bank, Washington, DC
2021
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| Online Access: | http://documents.worldbank.org/curated/en/533501620408965526/Heterogenous-Teacher-Effects-of-Two-Incentive-Schemes-Evidence-from-a-Low-Income-Country http://hdl.handle.net/10986/35565 |
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okr-10986-355652022-09-20T00:09:54Z Heterogenous Teacher Effects of Two Incentive Schemes : Evidence from a Low-Income Country Barrera-Osorio, Felipe Cilliers, Jacobus Cloutier, Marie-Helene Filmer, Deon EDUCATION STUDENT ACHIEVEMENT TEACHER INCENTIVES LEARNING OUTCOMES RECOGNITION REWARDS PRIMARY EDUCATION This paper reports on a randomized evaluation of two teacher incentive programs, which were conducted in a nationally representative sample of 420 public primary schools in Guinea. In 140 schools, high-performing teachers were rewarded in-kind, with the value of goods increasing with level of performance. In another 140 schools, high-performing teachers received a certificate and public recognition from the government. After one year, the in-kind program improved learning by 0.24 standard deviations, while the recognition treatment had a smaller and statistically insignificant impact. After two years, the effect from the in-kind program was smaller (0.16 standard deviations) and not significant; the paper provides suggestive evidence that the reduction may be due to the onset of an Ebola outbreak. The effects of the recognition program remained small and insignificant. The effects differed by teacher gender: for female teachers, both programs were equally effective, while for male teachers, only the in-kind program led to statistically significant effects. 2021-05-13T14:44:14Z 2021-05-13T14:44:14Z 2021-05 Working Paper http://documents.worldbank.org/curated/en/533501620408965526/Heterogenous-Teacher-Effects-of-Two-Incentive-Schemes-Evidence-from-a-Low-Income-Country http://hdl.handle.net/10986/35565 English Policy Research Working Paper;No. 9652 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Africa Africa Western and Central (AFW) Guinea |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
EDUCATION STUDENT ACHIEVEMENT TEACHER INCENTIVES LEARNING OUTCOMES RECOGNITION REWARDS PRIMARY EDUCATION |
| spellingShingle |
EDUCATION STUDENT ACHIEVEMENT TEACHER INCENTIVES LEARNING OUTCOMES RECOGNITION REWARDS PRIMARY EDUCATION Barrera-Osorio, Felipe Cilliers, Jacobus Cloutier, Marie-Helene Filmer, Deon Heterogenous Teacher Effects of Two Incentive Schemes : Evidence from a Low-Income Country |
| geographic_facet |
Africa Africa Western and Central (AFW) Guinea |
| relation |
Policy Research Working Paper;No. 9652 |
| description |
This paper reports on a randomized
evaluation of two teacher incentive programs, which were
conducted in a nationally representative sample of 420
public primary schools in Guinea. In 140 schools,
high-performing teachers were rewarded in-kind, with the
value of goods increasing with level of performance. In
another 140 schools, high-performing teachers received a
certificate and public recognition from the government.
After one year, the in-kind program improved learning by
0.24 standard deviations, while the recognition treatment
had a smaller and statistically insignificant impact. After
two years, the effect from the in-kind program was smaller
(0.16 standard deviations) and not significant; the paper
provides suggestive evidence that the reduction may be due
to the onset of an Ebola outbreak. The effects of the
recognition program remained small and insignificant. The
effects differed by teacher gender: for female teachers,
both programs were equally effective, while for male
teachers, only the in-kind program led to statistically
significant effects. |
| format |
Working Paper |
| author |
Barrera-Osorio, Felipe Cilliers, Jacobus Cloutier, Marie-Helene Filmer, Deon |
| author_facet |
Barrera-Osorio, Felipe Cilliers, Jacobus Cloutier, Marie-Helene Filmer, Deon |
| author_sort |
Barrera-Osorio, Felipe |
| title |
Heterogenous Teacher Effects of Two Incentive Schemes : Evidence from a Low-Income Country |
| title_short |
Heterogenous Teacher Effects of Two Incentive Schemes : Evidence from a Low-Income Country |
| title_full |
Heterogenous Teacher Effects of Two Incentive Schemes : Evidence from a Low-Income Country |
| title_fullStr |
Heterogenous Teacher Effects of Two Incentive Schemes : Evidence from a Low-Income Country |
| title_full_unstemmed |
Heterogenous Teacher Effects of Two Incentive Schemes : Evidence from a Low-Income Country |
| title_sort |
heterogenous teacher effects of two incentive schemes : evidence from a low-income country |
| publisher |
World Bank, Washington, DC |
| publishDate |
2021 |
| url |
http://documents.worldbank.org/curated/en/533501620408965526/Heterogenous-Teacher-Effects-of-Two-Incentive-Schemes-Evidence-from-a-Low-Income-Country http://hdl.handle.net/10986/35565 |
| _version_ |
1764483300174331904 |