Supporting Teacher Autonomy to Improve Education Outcomes : Experimental Evidence from Brazil

What is the impact of greater teacher autonomy on student learning? This paper provides experimental evidence from a program in Brazil. The program supported teachers, through a combination of technical assistance and a small grant, to autonomously...

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Main Authors:	Piza, Caio, Zwager, Astrid, Ruzzante, Matteo, Dantas, Rafael, Loureiro, Andre
Format:	Working Paper
Language:	English
Published:	World Bank, Washington, DC 2020
Subjects:	EDUCATION REFORM TEACHER AUTONOMY TEACHER EFFECTIVENESS EDUCATION OUTCOMES TEACHER MOTIVATION SOCIOEMOTIONAL SKILLS EDUCATION POLICY SECONDARY EDUCATION
Online Access:	http://documents.worldbank.org/curated/en/664331598882118514/Supporting-Teacher-Autonomy-to-Improve-Education-Outcomes-Experimental-Evidence-from-Brazil http://hdl.handle.net/10986/34419

id	okr-10986-34419
recordtype	oai_dc
spelling	okr-10986-344192022-09-20T00:11:12Z Supporting Teacher Autonomy to Improve Education Outcomes : Experimental Evidence from Brazil Piza, Caio Zwager, Astrid Ruzzante, Matteo Dantas, Rafael Loureiro, Andre EDUCATION REFORM TEACHER AUTONOMY TEACHER EFFECTIVENESS EDUCATION OUTCOMES TEACHER MOTIVATION SOCIOEMOTIONAL SKILLS EDUCATION POLICY SECONDARY EDUCATION What is the impact of greater teacher autonomy on student learning? This paper provides experimental evidence from a program in Brazil. The program supported teachers, through a combination of technical assistance and a small grant, to autonomously develop and implement an innovative project aimed at engaging their students. The findings show that the program improved student learning by 0.15 standard deviation and grade passing by 13 percent in sixth grade, a critical year of transition from primary to lower-secondary education. The paper explores two mechanisms: teacher turnover and student socio-emotional skills. Teacher turnover is reduced by 20.7 percent, and the impacts on student outcomes are concentrated in the schools with the largest reductions. The findings also indicate positive impacts on conscientiousness and extroversion among the students. The results suggest that increasing the autonomy of public servants can improve service delivery, even in a low-capacity context. 2020-09-03T14:20:17Z 2020-09-03T14:20:17Z 2020-08 Working Paper http://documents.worldbank.org/curated/en/664331598882118514/Supporting-Teacher-Autonomy-to-Improve-Education-Outcomes-Experimental-Evidence-from-Brazil http://hdl.handle.net/10986/34419 English Policy Research Working Paper;No. 9371 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 Latin America & Caribbean Brazil
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	EDUCATION REFORM TEACHER AUTONOMY TEACHER EFFECTIVENESS EDUCATION OUTCOMES TEACHER MOTIVATION SOCIOEMOTIONAL SKILLS EDUCATION POLICY SECONDARY EDUCATION
spellingShingle	EDUCATION REFORM TEACHER AUTONOMY TEACHER EFFECTIVENESS EDUCATION OUTCOMES TEACHER MOTIVATION SOCIOEMOTIONAL SKILLS EDUCATION POLICY SECONDARY EDUCATION Piza, Caio Zwager, Astrid Ruzzante, Matteo Dantas, Rafael Loureiro, Andre Supporting Teacher Autonomy to Improve Education Outcomes : Experimental Evidence from Brazil
geographic_facet	Latin America & Caribbean Brazil
relation	Policy Research Working Paper;No. 9371
description	What is the impact of greater teacher autonomy on student learning? This paper provides experimental evidence from a program in Brazil. The program supported teachers, through a combination of technical assistance and a small grant, to autonomously develop and implement an innovative project aimed at engaging their students. The findings show that the program improved student learning by 0.15 standard deviation and grade passing by 13 percent in sixth grade, a critical year of transition from primary to lower-secondary education. The paper explores two mechanisms: teacher turnover and student socio-emotional skills. Teacher turnover is reduced by 20.7 percent, and the impacts on student outcomes are concentrated in the schools with the largest reductions. The findings also indicate positive impacts on conscientiousness and extroversion among the students. The results suggest that increasing the autonomy of public servants can improve service delivery, even in a low-capacity context.
format	Working Paper
author	Piza, Caio Zwager, Astrid Ruzzante, Matteo Dantas, Rafael Loureiro, Andre
author_facet	Piza, Caio Zwager, Astrid Ruzzante, Matteo Dantas, Rafael Loureiro, Andre
author_sort	Piza, Caio
title	Supporting Teacher Autonomy to Improve Education Outcomes : Experimental Evidence from Brazil
title_short	Supporting Teacher Autonomy to Improve Education Outcomes : Experimental Evidence from Brazil
title_full	Supporting Teacher Autonomy to Improve Education Outcomes : Experimental Evidence from Brazil
title_fullStr	Supporting Teacher Autonomy to Improve Education Outcomes : Experimental Evidence from Brazil
title_full_unstemmed	Supporting Teacher Autonomy to Improve Education Outcomes : Experimental Evidence from Brazil
title_sort	supporting teacher autonomy to improve education outcomes : experimental evidence from brazil
publisher	World Bank, Washington, DC
publishDate	2020
url	http://documents.worldbank.org/curated/en/664331598882118514/Supporting-Teacher-Autonomy-to-Improve-Education-Outcomes-Experimental-Evidence-from-Brazil http://hdl.handle.net/10986/34419
_version_	1764480857956941824

Supporting Teacher Autonomy to Improve Education Outcomes : Experimental Evidence from Brazil

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