Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania*

Mbiti, Isaac; Muralidharan, Karthik; Romero, Mauricio; Schipper, Youdi; Manda, Constantine; Rajani, Rakesh

doi:10.1093/qje/qjz010

Cited by 134 publications

(94 citation statements)

References 61 publications

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“…Thus, we cannot directly examine complementarities between any additional teacher effort that PFP may induce and the instructional resources available to teachers. However, we document several results that are consistent with the conclusions that Mbiti, Muralidharan, Romero, Schipper, Manda and Rajani (2019) reach. Roughly half of the schools in our study provide P6 math books for their students.…”

Section: Introductionsupporting

confidence: 92%

“…A full year after our P6 PFP treatment ended, 60 percent of students in our treatment sample were still attending their P6 schools compared to only 56 percent in our control sample. Mbiti, Muralidharan, Romero, Schipper, Manda and Rajani (2019) conclude based on an experiment involving elementary school students in Tanzania that the additional effort induced by teacher incentive programs and the instructional resources that teachers have in their classrooms are complements in the production of student achievement. Just less than half of the schools in our study provide math books for P6 students.…”

Section: Resultsmentioning

confidence: 99%

“…We note above that Mbiti, Muralidharan, Romero, Schipper, Manda and Rajani (2019) report results from an experiment involving first through third graders in Tanzania. They found that teacher incentives were quite effective when combined with programs that increase school resources.…”

Section: Related Research Of Education Productionmentioning

confidence: 99%

“…However, the overall achievement gains associated with PFP during P6 are small and not statistically significant, and PFP treatment in P6 did not increase the number of students who eventually passed the PLE at the end of P7. Mbiti, Muralidharan, Romero, Schipper, Manda and Rajani (2019) report the results of an experiment in Tanzania that involved random assignment of schools to three treatments. The first treatment provided cash grants to schools.…”

Section: Introductionmentioning

confidence: 99%

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Educator Incentives and Educational Triage in Rural Primary Schools

et al. 2019

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In low-income countries, primary school student achievement is often far below grade level and dropout rates remain high. Further, some educators actively encourage weaker students to drop out before reaching the end of primary school to avoid the negative attention that a school receives when its students perform poorly on their national primary leaving exams. We report the results of an experiment in rural Uganda that sought to both promote learning and reduce dropout rates. We offered bonus payments to grade six (P6) teachers that rewarded each teacher for the math performance of each of her students relative to comparable students in other schools. This Pay for Percentile (PFP) incentive scheme did not improve overall P6 math performance, but it did reduce dropout rates. PFP treatment raised attendance rates a full year after treatment ended from .56 to .60. In schools with math books, treatment increased these attendance rates from .57 to .64, and PFP also improved performance on test items covered by P6 books. PFP did not improve any measure of attendance, achievement, or attainment in schools without books.

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Section: Introductionsupporting

confidence: 92%

Section: Resultsmentioning

confidence: 99%

Section: Related Research Of Education Productionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Educator Incentives and Educational Triage in Rural Primary Schools

et al. 2019

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“…Policymakers and education stakeholders have raised concerns about a global "learning crisis" as almost 40 percent of the world's primary school aged children are projected to either drop out or fail to acquire functional literacy or numeracy by Grade 4 (UNESCO, 2014;World Bank, 2018b). Problems such as high teacher absenteeism and the irregular disbursement of school funding reflect low levels of accountability throughout the education system (Bold et al, 2017;Mbiti, 2016). To address these issues, policy-makers in these contexts have sought to implement cost-effective policies to improve accountability.…”

Section: Introductionmentioning

confidence: 99%

Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania

Cilliers¹,

Mbiti²,

Zeitlin³

2019

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Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world's largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.

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What is the evidence on the impact of Pupil Premium funding on school intakes and attainment by age 16 in England?

Gorard

2022

British Educational Res J

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The use of targeted additional funding for school-age education, intended to improve student attainment, is a widespread phenomenon internationally. It is slightly rarer that the funding is used to improve attainment specifically for the most disadvantaged studentsoften via trying to attract teachers to poorer areas, or encouraging families to send their children to school. It is even rarer that funding is used to try and reduce the attainment gap between economically disadvantaged students and their peers, and almost unheard for the funding to be intended to change the nature of school intakes by making disadvantaged students more attractive to schools. These last two were the objectives set for Pupil Premium funding to schools in England.The funding started in 2011, for all state-funded schools at the same time, so there is no easy counterfactual to help assess how effective it has been. The funding is a considerable investment every year and it is therefore important to know whether it works as intended. This paper presents a time series analysis of all students at secondary school in England from 2006, well before the funding started, until 2019, the most recent year for which there are attainment figures. It overcomes concerns that the official attainment gap between students labelled disadvantaged and the rest is sensitive| 447

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Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania*

Cited by 134 publications

References 61 publications

Educator Incentives and Educational Triage in Rural Primary Schools

Educator Incentives and Educational Triage in Rural Primary Schools

Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania

What is the evidence on the impact of Pupil Premium funding on school intakes and attainment by age 16 in England?

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