RT Journal Article
SR Electronic
T1 Teacher Performance-Based Incentives and Learning Inequality
JF Journal of Human Resources
FD University of Wisconsin Press
SP 812
OP 856
DO 10.3368/jhr.1120-11313R2
VO 60
IS 3
A1 Filmer, Deon
A1 Habyarimana, James
A1 Sabarwal, Shwetlena
YR 2025
UL http://jhr.uwpress.org/content/60/3/812.abstract
AB This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that teacher incentives, when sustained for two years, led to persistent, modest average improvements in student achievement across different subjects. Randomly withdrawing incentives after a year did not lead to a “discouragement effect.” Incentives may have exacerbated learning inequality across schools. Increases in learning were concentrated among initially better-performing schools. We also find weak evidence of teacher incentives exacerbating learning inequality within initially better-performing schools. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce learning gains.