The Misallocation of Pay and Productivity in the Public Sector: Evidence from the Labor Market for Teachers

Bau, Natalie; Das, Jishnu

doi:10.1596/1813-9450-8050

Cited by 36 publications

(48 citation statements)

References 35 publications

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“…However, the extent to which inequalities in achievement between poor and rich children can be explained by differential access to high quality schools and teaching is less understood. Some studies have quantified the impact of teachers on pupil achievement in Pakistan, or explored the importance of particular teacher characteristics in determining pupil outcomes in primary (typically children aged 5-9 years) or middle (aged 10-14 years) schools (Aslam & Kingdon, 2011;Rawal et al, 2013;De Talance, 2017;Bau & Das, 2017). These studies consistently point to the importance of teachers in improving student learning in Punjab, with teacher content knowledge and the 'process' of teaching, rather than the observed resumé characteristics of teachers being important determinants of pupil outcomes.…”

Section: Introductionmentioning

confidence: 99%

Do government schools improve learning for poor students? Evidence from rural Pakistan

Aslam

Malik²,

Rawal³

et al. 2019

Oxford Review of Education

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Pakistan's Punjab province has witnessed numerous education reforms in recent years. Many of these reforms have been aimed at improving the well-documented low levels of learning by focusing on improving teaching quality. The rhetoric suggests that government schools, particularly those in rural areas with a more disadvantaged pupil base, are especially ineffective at imparting learning. This paper seeks to investigate whether children in rural Punjab are learning literacy and numeracy over the course of a year, and if so, are some pupils progressing more than others. Using recently collected data, it finds that children in our sample are making progress. Variation in progress is found to be greater within schools rather than across them. The competence and qualifications of a teacher also makes a significant difference to a child's academic progress. The paper further finds differential progress for rich and poor students within schools, suggesting an important role for education policy to put in place targeted support towards those from disadvantaged backgrounds to ensure improvements in their learning keep pace with their peers.

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Section: Introductionmentioning

confidence: 99%

Do government schools improve learning for poor students? Evidence from rural Pakistan

Aslam

Malik²,

Rawal³

et al. 2019

Oxford Review of Education

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“…Teacher quality is important for improving student achievement (Rockoff 2004;Hanushek and Rivkin 2010;Chetty, Friedman, and Rockoff 2014;Bruns and Luque 2015). For example, the difference between a high and low quality teacher amounts to a difference of 0.36 standard deviations (SDs) in student test scores in Uganda (Buhl-Wiggers et al 2017), and a 0.54 SD difference in Pakistan (Bau and Das 2017). Unfortunately, researchers have found that a large proportion of teachers in developing countries are ill-prepared for teaching, lacking the requisite knowledge and skills to improve student achievement (Behrman et al 1997;Villegas-Reimers 1998;Ball 2000;Behrman, Ross, and Sabot 2008;Bruns and Luque 2015;Tandon and Fukao 2015;Bold et al 2017).…”

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confidence: 99%

Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program

Loyalka

Popova

et al. 2019

American Economic Journal: Applied Economics

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Despite massive investments in teacher professional development (PD) programs in developing countries, there is little evidence on their effectiveness. We present results of a large-scale, randomized evaluation of a national PD program in China in which teachers were randomized to receive PD; PD plus follow-up; PD plus evaluation of the command of PD content; or no PD. Precise estimates indicate PD and associated interventions failed to improve teacher and student outcomes after one year. A detailed analysis of the causal chain shows teachers find PD content to be overly theoretical, and PD delivery too rote and passive, to be useful. (JEL I21, I28, J24, J45, O15, P36)

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“…In the United States, students in a class with an effective teacher advance 1.5 grade levels or more over a single school year, compared with just 0.5 grade levels for those with an ineffective one (World Development Report 2018). Similar effects of the quality of teachers on learning are also found in Ecuador, Uganda, Pakistan and India (Bau and Das 2017). Beteille and Evans (2019) find that some of the most effective interventions to improve student learning rely on teachers.…”

Section: Increasing the Social Value Of The Teaching Careermentioning

confidence: 69%

Peru: A Wholesale Reform Fueled by an Obsession with Learning and Equity

Saavedra

Gutierrez

2020

Audacious Education Purposes

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After decades of expansion, the Peruvian education system had relatively high levels of access, but low and heterogeneous quality. The depth of the learning crisis was seen in 2013, when Peru ranked last in PISA. The country responded by implementing an ambitious reform which built on previous efforts, which is described in detail in this chapter. The reform was composed of four pillars: (i) Revalorize teachers' career by making selection and promotion meritocratic, attracting the best into the profession, and supporting teacher professional development through school-based coaching; (ii) Improve the quality of learning for all by revising the curriculum, expanding early childhood education and full-day schooling, providing direct support to schools (through lesson plans and school grants) and carrying out several deep institutional reforms to the university system; (iii) Effective management of the school and the education system, including the use of learning assessment data for school planning. This entailed increasing school autonomy, introducing meritocracy in the selection of principals, and creating a culture of evidence-based decision making; and (iv) Close the infrastructure gap. The reform process required strong political and financial commitment and resulted in impressive improvements in student learning. Most importantly, it led to a change in mindsets towards a focus on learning.

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The Misallocation of Pay and Productivity in the Public Sector: Evidence from the Labor Market for Teachers

Cited by 36 publications

References 35 publications

Do government schools improve learning for poor students? Evidence from rural Pakistan

Do government schools improve learning for poor students? Evidence from rural Pakistan

Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program

Peru: A Wholesale Reform Fueled by an Obsession with Learning and Equity

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