教师绩效激励与学习不平等

中文摘要

本研究评估了坦桑尼亚中学低成本绩效激励措施的影响。一项分两阶段开展的随机试验结果表明，当教师激励持续实施两年时，学生在不同学科的学业成绩均出现了持续但幅度不大的平均改善。实施一年后随机取消激励并未导致“挫败效应”。激励措施可能加剧了校际学习不平等。学习水平的提升主要集中在初始表现较好的学校。我们还发现较弱的证据表明，教师激励加剧了初始表现较好学校内部的学习不平等。最后，研究发现，仅激励学生而不同时激励教师并未带来学习增益。

Abstract

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.