Educator incentives and educational triage in rural primary schools.

Autor/Urheber	Gilligan, Daniel; Karachiwalla, Naureen; Kasirye, Ibrahim; Lucas, Adrienne M.; Neal, Derek; http://orcid.org/0000-0002-3530-0148 Gilligan, Daniel
Titel	Educator incentives and educational triage in rural primary schools.
Quelle	Institute for the Study of Labor; Bonn, Germany (2018) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Monographie
Schlagwörter	UGANDA; education; primary education; rural youth; less favoured areas; developing countries; incentives; bonuses; achievement; I00 Health; and Welfare: General; O00 Economic Development; Technological Change; and Growth; J30 Wages; Compensation; dropout; educational triage; Complements in Education Production
Abstract	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. ; IFPRI5; ISI; CRP2; Capacity Strengthening; 5 Strengthening Institutions and Governance ; PIM; PHND ; Non-PR ; CGIAR Research Program on Policies, Institutions, and Markets (PIM)
Anmerkungen	IZA Discussion Paper; 11516; Working paper http://ebrary.ifpri.org/cdm/ref/collection/p15738coll5/id/6327 Journal article http://ebrary.ifpri.org/cdm/ref/collection/p15738coll5/id/6983; IZA Discussion Paper No. 11516
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