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Teachers’ Pay for Performance in the Long-Run: The Dynamic Pattern of Treatment Effects on Students’ Educational and Labour Market Outcomes in Adulthood

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  • Victor Lavy

Abstract

This article examines the dynamic effects of a teachers’ pay for performance experiment on long-term outcomes at adulthood. The program led to a gradual increase in university education of the treated high school students, reaching an increase of 0.25 years of schooling by age 28–30. The effects on employment and earnings were initially negative, coinciding with a higher rate of enrolment in university, but became positive and significant with time. These gains are largely mediated by the positive effect of the program on several high school outcomes, including quantitative and qualitative gains in the high-stakes matriculation exams.

Suggested Citation

  • Victor Lavy, 2020. "Teachers’ Pay for Performance in the Long-Run: The Dynamic Pattern of Treatment Effects on Students’ Educational and Labour Market Outcomes in Adulthood," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 87(5), pages 2322-2355.
    • Handle: RePEc:oup:restud:v:87:y:2020:i:5:p:2322-2355.
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    File URL: http://hdl.handle.net/10.1093/restud/rdaa002
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    Citations

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    Cited by:

    1. Verónica Cabezas & José Ignacio Cuesta & Francisco Gallego, 2021. "Does Short-Term School Tutoring have Medium-Term Effects? Experimental Evidence from Chile," Documentos de Trabajo 565, Instituto de Economia. Pontificia Universidad Católica de Chile..
    2. Cotofan, Maria, 2021. "Learning from praise: Evidence from a field experiment with teachers," Journal of Public Economics, Elsevier, vol. 204(C).
    3. Lepinteur, Anthony & Nieto, Adrìan, 2021. "All about the money ? The gendered effect of education on industrial and occupational sorting," CEPREMAP Working Papers (Docweb) 2109, CEPREMAP.
    4. Mookerjee, Sulagna & Slichter, David, 2023. "Test scores, schools, and the geography of economic opportunity," Journal of Urban Economics, Elsevier, vol. 137(C).

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