Abstract
We study the effects of a policy aimed at attracting experienced teachers in primary schools in disadvantaged neighborhoods in Uruguay. Teachers in these schools could earn higher salaries. Program eligibility was based on a poverty index with a cutoff rule. Estimates from regression discontinuity models show that the policy increased teacher experience. Overall, the effect on student outcomes was small. The program may have increased experience in ways that are not strongly associated with improved student outcomes. Consistent with this, we do find achievement gains for students in schools that saw a reduction in the share of very inexperienced teachers.
- Received July 2017.
- Accepted January 2019.
This article requires a subscription to view the full text. If you have a subscription you may use the login form below to view the article. Access to this article can also be purchased.
Log in using your username and password
Purchase access
In this issue
Jump to section
- Article
- Abstract
- I. Introduction
- II. Institutional Background and the CSCC Program
- III. Data
- IV. Empirical Strategy
- V. The Effect of the CSCC Program on the School Choice of Teachers
- VI. The Effect of the CSCC Program on the Performance of Students
- VII. Mechanisms: Why Are the Effects on Student Performance Modest?
- VIII. Conclusion and Discussion
- Footnotes
- References
- Figures & Data
- Supplemental
- Info & Metrics
- References
Related Articles
Cited By...
- No citing articles found.