Educator incentives and educational triage in rural primary schools
In low-income countries, primary school students often fall far below grade level and primary dropout rates remain high. Further, in some countries, educators encourage their weaker students to drop out before reaching the end of primary school. These educators hope to avoid the negative attention t...
| Autores principales: | , , , , |
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| Formato: | Artículo preliminar |
| Lenguaje: | Inglés |
| Publicado: |
Institute for the Study of Labor
2019
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| Materias: | |
| Acceso en línea: | https://hdl.handle.net/10568/146838 |
| _version_ | 1855535746517041152 |
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| author | Gilligan, Daniel O. Karachiwalla, Naureen Kasirye, Ibrahim Lucas, Adrienne M. Neal, Derek |
| author_browse | Gilligan, Daniel O. Karachiwalla, Naureen Kasirye, Ibrahim Lucas, Adrienne M. Neal, Derek |
| author_facet | Gilligan, Daniel O. Karachiwalla, Naureen Kasirye, Ibrahim Lucas, Adrienne M. Neal, Derek |
| author_sort | Gilligan, Daniel O. |
| collection | Repository of Agricultural Research Outputs (CGSpace) |
| description | In low-income countries, primary school students often fall far below grade level and primary dropout rates remain high. Further, in some countries, educators encourage their weaker students to drop out before reaching the end of primary school. These educators hope to avoid the negative attention that authorities direct to a school when its students perform poorly on the primary leaving exams that governments use to certify primary completion and eligibility for secondary school. We report the results of an experiment in rural Uganda that sought to reduce dropout rates in grade six and seven by offering bonus payments to grade six teachers that rewarded each teacher for the performance of each of her students relative to comparable students in other schools. Teachers responded to this Pay for Percentile (PFP) incentive system in ways that raised attendance rates two school years later from .56 to .60. These attendance gains were driven primarily by outcomes in treatment schools that provide textbooks for grade six math students, where two-year attendance rates rose from .57 to .64. In these same schools, students whose initial skills levels prepared them to use grade six math texts enjoyed significant gains in math achievement. We find little evidence that PFP improved attendance or achievement in schools without books even though PFP had the same impact on reported teacher effort in schools with and without books. We conjecture that teacher effort and books are complements in education production and document several results that are consistent with this hypothesis. |
| format | Artículo preliminar |
| id | CGSpace146838 |
| institution | CGIAR Consortium |
| language | Inglés |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| publisher | Institute for the Study of Labor |
| publisherStr | Institute for the Study of Labor |
| record_format | dspace |
| spelling | CGSpace1468382025-12-08T10:11:39Z Educator incentives and educational triage in rural primary schools Gilligan, Daniel O. Karachiwalla, Naureen Kasirye, Ibrahim Lucas, Adrienne M. Neal, Derek rural youth education less favoured areas teaching primary education capacity development incentives educational status developing countries bonuses In low-income countries, primary school students often fall far below grade level and primary dropout rates remain high. Further, in some countries, educators encourage their weaker students to drop out before reaching the end of primary school. These educators hope to avoid the negative attention that authorities direct to a school when its students perform poorly on the primary leaving exams that governments use to certify primary completion and eligibility for secondary school. We report the results of an experiment in rural Uganda that sought to reduce dropout rates in grade six and seven by offering bonus payments to grade six teachers that rewarded each teacher for the performance of each of her students relative to comparable students in other schools. Teachers responded to this Pay for Percentile (PFP) incentive system in ways that raised attendance rates two school years later from .56 to .60. These attendance gains were driven primarily by outcomes in treatment schools that provide textbooks for grade six math students, where two-year attendance rates rose from .57 to .64. In these same schools, students whose initial skills levels prepared them to use grade six math texts enjoyed significant gains in math achievement. We find little evidence that PFP improved attendance or achievement in schools without books even though PFP had the same impact on reported teacher effort in schools with and without books. We conjecture that teacher effort and books are complements in education production and document several results that are consistent with this hypothesis. 2019-12-13 2024-06-21T09:09:00Z 2024-06-21T09:09:00Z Working Paper https://hdl.handle.net/10568/146838 en https://www.nber.org/papers/w24911 https://doi.org/10.3368/jhr.57.1.1118-9871R2 Open Access Institute for the Study of Labor Gilligan, Daniel; Karachiwalla, Naureen; Kasirye, Ibrahim; Lucas, Adrienne M.; and Neal, Derek. 2018. Educator incentives and educational triage in rural primary schools. IZA Discussion Paper No. 11516. Bonn, Germany: Institute for the Study of Labor. http://ftp.iza.org/dp11516.pdf |
| spellingShingle | rural youth education less favoured areas teaching primary education capacity development incentives educational status developing countries bonuses Gilligan, Daniel O. Karachiwalla, Naureen Kasirye, Ibrahim Lucas, Adrienne M. Neal, Derek Educator incentives and educational triage in rural primary schools |
| title | Educator incentives and educational triage in rural primary schools |
| title_full | Educator incentives and educational triage in rural primary schools |
| title_fullStr | Educator incentives and educational triage in rural primary schools |
| title_full_unstemmed | Educator incentives and educational triage in rural primary schools |
| title_short | Educator incentives and educational triage in rural primary schools |
| title_sort | educator incentives and educational triage in rural primary schools |
| topic | rural youth education less favoured areas teaching primary education capacity development incentives educational status developing countries bonuses |
| url | https://hdl.handle.net/10568/146838 |
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