Teacher Performance-Based Incentives and Learning Inequality (English)

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 Further, withdrawing incentives did not lead to a "discouragement effect" (once incentives were withdrawn, student performance did not fall below pre-baseline levels).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...

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Author

Filmer,Deon P.;

Habyarimana,James Paul;

Sabarwal,Shwetlena;
Document Date
2020/09/08
Document Type
Policy Research Working Paper
Report Number
WPS9382
Volume No
1
Total Volume(s)
1
Country
Tanzania,
Region
Eastern and Southern Africa,
Disclosure Date
2020/09/08
Disclosure Status
Disclosed
Doc Name
Teacher Performance-Based Incentives and Learning Inequality
Keywords
teacher incentive

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Citation

Filmer,Deon P.; Habyarimana,James Paul; Sabarwal,Shwetlena.

Teacher Performance-Based Incentives and Learning Inequality (English). Impact Evaluation series|Paper is funded by the Strategic Research Program (SRP)|Policy Research working paper|no. WPS 9382 Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/622551599574119009

Teacher Performance-Based Incentives and Learning Inequality (English)

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