Teacher Performance-Based Incentives and Learning Inequality

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...

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Main Authors:	Filmer, Deon, Habyarimana, James, Sabarwal, Shwetlena
Format:	Working Paper
Language:	English
Published:	World Bank, Washington, DC 2020
Subjects:	TEACHER INCENTIVES EDUCATION FOR ALL INCENTIVE PROGRAM STUDENT LEARNING STUDENT ACHIEVEMENT LEARNING OUTCOMES SECONDARY EDUCATION
Online Access:	http://documents.worldbank.org/curated/en/622551599574119009/Teacher-Performance-Based-Incentives-and-Learning-Inequality http://hdl.handle.net/10986/34468

id	okr-10986-34468
recordtype	oai_dc
spelling	okr-10986-344682022-09-20T00:11:01Z Teacher Performance-Based Incentives and Learning Inequality Filmer, Deon Habyarimana, James Sabarwal, Shwetlena TEACHER INCENTIVES EDUCATION FOR ALL INCENTIVE PROGRAM STUDENT LEARNING STUDENT ACHIEVEMENT LEARNING OUTCOMES SECONDARY EDUCATION 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 Further, withdrawing incentives did not lead to a "discouragement effect" (once incentives were withdrawn, student performance did not fall below pre-baseline levels).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. 2020-09-17T17:14:33Z 2020-09-17T17:14:33Z 2020-09 Working Paper http://documents.worldbank.org/curated/en/622551599574119009/Teacher-Performance-Based-Incentives-and-Learning-Inequality http://hdl.handle.net/10986/34468 English Policy Research Working Paper;No. 9382 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 Tanzania
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	TEACHER INCENTIVES EDUCATION FOR ALL INCENTIVE PROGRAM STUDENT LEARNING STUDENT ACHIEVEMENT LEARNING OUTCOMES SECONDARY EDUCATION
spellingShingle	TEACHER INCENTIVES EDUCATION FOR ALL INCENTIVE PROGRAM STUDENT LEARNING STUDENT ACHIEVEMENT LEARNING OUTCOMES SECONDARY EDUCATION Filmer, Deon Habyarimana, James Sabarwal, Shwetlena Teacher Performance-Based Incentives and Learning Inequality
geographic_facet	Africa Tanzania
relation	Policy Research Working Paper;No. 9382
description	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.
format	Working Paper
author	Filmer, Deon Habyarimana, James Sabarwal, Shwetlena
author_facet	Filmer, Deon Habyarimana, James Sabarwal, Shwetlena
author_sort	Filmer, Deon
title	Teacher Performance-Based Incentives and Learning Inequality
title_short	Teacher Performance-Based Incentives and Learning Inequality
title_full	Teacher Performance-Based Incentives and Learning Inequality
title_fullStr	Teacher Performance-Based Incentives and Learning Inequality
title_full_unstemmed	Teacher Performance-Based Incentives and Learning Inequality
title_sort	teacher performance-based incentives and learning inequality
publisher	World Bank, Washington, DC
publishDate	2020
url	http://documents.worldbank.org/curated/en/622551599574119009/Teacher-Performance-Based-Incentives-and-Learning-Inequality http://hdl.handle.net/10986/34468
_version_	1764480963560079360

Teacher Performance-Based Incentives and Learning Inequality

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