المستودع الأكاديمي جامعة المدينة

Teacher quality and incentives theoretical and empirical effects of standards on teacher quality

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dc.creator Juerges, Hendrik
dc.creator Richter, Wolfram F.
dc.creator Schneider, Kerstin
dc.date 2004
dc.date.accessioned 2013-10-16T07:01:59Z
dc.date.available 2013-10-16T07:01:59Z
dc.date.issued 2013-10-16
dc.identifier http://hdl.handle.net/10419/18934
dc.identifier ppn:471341134
dc.identifier.uri http://koha.mediu.edu.my:8181/xmlui/handle/10419/18934
dc.description Applying the theory of yardstick competition to the schooling system, we show that it is optimal to have central tests of student achievement and to engage in benchmarking because it raises the quality of teaching. This is true even if teachers? pay (defined in monetary terms) is not performance related. If teachers value reputation, and if teaching output is measured so that it becomes comparable, teachers will increase their effort. The theory is tested using the German PISA-E data. Our estimates suggest that, despite the flat career profile of German teachers, the quality of teaching tends to be higher in federal states with central exams.
dc.language eng
dc.publisher
dc.relation CESifo working papers 1296
dc.rights http://www.econstor.eu/dspace/Nutzungsbedingungen
dc.subject I28
dc.subject ddc:330
dc.subject education
dc.subject teacher quality
dc.subject central examinations
dc.subject yardstick competition
dc.subject matching
dc.subject Lehrkräfte
dc.subject Dienstleistungsqualität
dc.subject Leistungsanreiz
dc.subject Yardstick Competition
dc.subject Benchmarking
dc.subject Bildungsniveau
dc.subject Schätzung
dc.subject Teilstaat
dc.subject Schätzung
dc.subject Deutschland
dc.subject Zentralexamen
dc.subject Zentralabitur
dc.subject PISA <Test>
dc.title Teacher quality and incentives theoretical and empirical effects of standards on teacher quality
dc.type doc-type:workingPaper


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