| dc.description.abstract | In this study, we will assess the variance that derives from unobserved individual
characteristics of teachers and school principals. Education policy is giving a higher importance to control for unobserved characteristics in the design of mechanisms (e.g. merit pay) to promote effort of all the involved agents. For example, almost all states in the USA have accountability systems in place. Are these systems possible in developing countries or should we keep our attention on traditional policy interventions? Our research will provide quantitative evidence of the expected gains from reducing teacher (improving bad performers) and school (related to principals) dispersion, and offer us elements to compare these possible outcomes with the ones that may emerge from traditional policy interventions. Comparisons among countries in LAC and regions in
Peru with different income levels will give us elements to judge if these policies are applicable in poor countries. | en_US |
