Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania
Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania
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教育的投入、激励和互补性：来自坦桑尼亚的实验证据
DOI：
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发表时间：
2018
影响因子：
13.7
通讯作者：
R. Rajani
中科院分区：
文献类型：
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作者：
I. Mbiti;K. Muralidharan;Mauricio Romero;Y. Schipper;Constantine Manda;R. Rajani
我们介绍了坦桑尼亚350所学校的大规模随机试验的结果，该试验研究了向学校提供(I)无条件补助金、(Ii)基于学生表现的教师激励以及(Iii)两者兼而有之的影响。两年后，我们发现：(I)提供助学金对学生的考试成绩没有影响，(Ii)教师激励措施产生了一些积极影响，以及(Iii)提供了这两个计划的显著积极影响。最重要的是，我们发现了项目之间的互补性的有力证据，联合提供的效果明显大于单独效果的总和。我们的结果表明，将学校投入支出(默认政策)与改进的教师激励措施相结合，可以显著提高公共教育支出的成本效益。
We present results from a large-scale randomized experiment across 350 schools in Tanzania that studied the impact of providing schools with (i) unconditional grants, (ii) teacher incentives based on student performance, and (iii) both of the above. After two years, we find (i) no impact on student test scores from providing school grants, (ii) some evidence of positive effects from teacher incentives, and (iii) significant positive effects from providing both programs. Most important, we find strong evidence of complementarities between the programs, with the effect of joint provision being significantly greater than the sum of the individual effects. Our results suggest that combining spending on school inputs (the default policy) with improved teacher incentives could substantially increase the cost-effectiveness of public spending on education.