RT Journal Article SR Electronic T1 Teacher Performance-Based Incentives and Learning Inequality JF Journal of Human Resources JO J Hum Resour FD University of Wisconsin Press SP 1120-11313R2 DO 10.3368/jhr.1120-11313R2 A1 Filmer, Deon A1 Habyarimana, James A1 Sabarwal, Shwetlena YR 2023 UL http://jhr.uwpress.org/content/early/2023/10/02/jhr.1120-11313R2.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 didn’t 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.