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Professional development and incentives for teacher performance in schools in Mexico

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  • Acevedo, Gladys Lopez

Abstract

The quality of education is a determining factor in competitiveness. In order to globally compete, Mexico would have to raise its standards beyond its current low achievement. Several innovations at federal and state levels have been developed to raise the quality of basic education. One example is Carrera Magisterial (CM), which is a professional development program that was created as part of the National Agreement for the Modernization of Basic Education in 1992. This program is aimed at raising the quality of basic education through teachers'professional training, new learning presence in schools, and improving working and salary conditions this report evaluates the impact of CM. She shows several important results. First, teacher's enrollment in the CM program has a positive impact on learning achievement. Second, family characteristics are important in explaining students'achievement. Third, investment in primary school teachers is most effective when targeted toward increasing teachers'practical experience and developing content-specific knowledge. And fourth, students in schools with a high degree of supervision on the part of the school principal achieve better scores.

Suggested Citation

  • Acevedo, Gladys Lopez, 2004. "Professional development and incentives for teacher performance in schools in Mexico," Policy Research Working Paper Series 3236, The World Bank.
  • Handle: RePEc:wbk:wbrwps:3236
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    References listed on IDEAS

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    1. Flyer, Fredrick & Rosen, Sherwin, 1997. "The New Economics of Teachers and Education," Journal of Labor Economics, University of Chicago Press, vol. 15(1), pages 104-139, January.
    2. Psacharopoulos, George & Valenzuela, Jorge & Arends, Mary, 1996. "Teacher salaries in Latin America: A review," Economics of Education Review, Elsevier, vol. 15(4), pages 401-406, October.
    3. Lopez Acevedo, Gladys, 1999. "Learning outcomes and school cost-effectiveness in Mexico : the PARE program," Policy Research Working Paper Series 2128, The World Bank.
    4. Figlio, David N., 1997. "Teacher salaries and teacher quality," Economics Letters, Elsevier, vol. 55(2), pages 267-271, August.
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    Cited by:

    1. Ludger Wossmann, 2010. "Families, schools and primary-school learning: evidence for Argentina and Colombia in an international perspective," Applied Economics, Taylor & Francis Journals, vol. 42(21), pages 2645-2665.
    2. Aashish Mehta & Hector Villarreal, 2008. "Why do diplomas pay? An expanded Mincerian framework applied to Mexico," Applied Economics, Taylor & Francis Journals, vol. 40(24), pages 3127-3144.
    3. Lockheed, Marlaine E., 2014. "Teacher opinions on performance incentives : evidence from the Kyrgyz Republic," Policy Research Working Paper Series 6752, The World Bank.
    4. Rosalind Levacic, 2009. "Teacher Incentives and Performance: An Application of Principal-Agent Theory," Oxford Development Studies, Taylor & Francis Journals, vol. 37(1), pages 33-46.
    5. Susan W. Parker & Luis Rubalcava & Graciela Teruel, 2002. "Schooling Inequality among the Indigenous: A Problem of Resources or Language Barriers?," Research Department Publications 3134, Inter-American Development Bank, Research Department.

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