Is the Remedy Worse Than the Disease? The Impact of Teacher Remediation on Teacher and Student Performance in Chile

I study the impact of remedial training for low-performing teachers in Chile. Taking advantage of the fact that assignment to remediation is mainly based on teacher evaluation scores, I use a fuzzy regression discontinuity design and find that teachers barely assigned to remediation improve their pe...

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Autor principal: Lombardi, María
Formato: Documento de trabajo publishedVersion
Lenguaje:Inglés
Publicado: Universidad Torcuato Di Tella 2024
Materias:
Eficacia del docente
Teacher effectiveness
Evaluación del docente
Teacher evaluation
Capacitación remedial
Remedial training
Acceso en línea:https://repositorio.utdt.edu/handle/20.500.13098/13063
Aporte de:
Repositorio Digital Universidad Torcuato Di Tella de Universidad Torcuato Di Tella
id I57-R163-20.500.13098-13063
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spelling I57-R163-20.500.13098-130632024-09-28T07:00:20Z Is the Remedy Worse Than the Disease? The Impact of Teacher Remediation on Teacher and Student Performance in Chile Lombardi, María Eficacia del docente Teacher effectiveness Evaluación del docente Teacher evaluation Capacitación remedial Remedial training I study the impact of remedial training for low-performing teachers in Chile. Taking advantage of the fact that assignment to remediation is mainly based on teacher evaluation scores, I use a fuzzy regression discontinuity design and find that teachers barely assigned to remediation improve their pedagogical practices as measured by their next evaluation scores. While there is suggestive evidence that these teachers’ students obtain higher standardized test scores after the training is complete, this result is not robust, and the suggestive positive impact disappears after one year. I also find that during the year of their teacher’s reevaluation, the students of teachers assigned to remedial training obtain significantly lower test scores. Teachers assigned to remediation report lower prestige and job satisfaction, suggesting that the stigma of being labeled as a low performer leads teachers to put more effort into preparing their teaching evaluations, causing a temporary drop in student learning. 2024-09-27T19:00:31Z 2024-09-27T19:00:31Z 2019-09 info:eu-repo/semantics/workingPaper info:eu-repo/semantics/publishedVersion https://repositorio.utdt.edu/handle/20.500.13098/13063 eng Documento de Trabajo. Universidad Torcuato Di Tella. Escuela de Gobierno info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-sa/2.5/ar/ 73 p. application/pdf application/pdf Chile Universidad Torcuato Di Tella Escuela de Gobierno
institution Universidad Torcuato Di Tella
institution_str I-57
repository_str R-163
collection Repositorio Digital Universidad Torcuato Di Tella
language Inglés
orig_language_str_mv eng
topic Eficacia del docente
Teacher effectiveness
Evaluación del docente
Teacher evaluation
Capacitación remedial
Remedial training
spellingShingle Eficacia del docente
Teacher effectiveness
Evaluación del docente
Teacher evaluation
Capacitación remedial
Remedial training
Lombardi, María
Is the Remedy Worse Than the Disease? The Impact of Teacher Remediation on Teacher and Student Performance in Chile
topic_facet Eficacia del docente
Teacher effectiveness
Evaluación del docente
Teacher evaluation
Capacitación remedial
Remedial training
description I study the impact of remedial training for low-performing teachers in Chile. Taking advantage of the fact that assignment to remediation is mainly based on teacher evaluation scores, I use a fuzzy regression discontinuity design and find that teachers barely assigned to remediation improve their pedagogical practices as measured by their next evaluation scores. While there is suggestive evidence that these teachers’ students obtain higher standardized test scores after the training is complete, this result is not robust, and the suggestive positive impact disappears after one year. I also find that during the year of their teacher’s reevaluation, the students of teachers assigned to remedial training obtain significantly lower test scores. Teachers assigned to remediation report lower prestige and job satisfaction, suggesting that the stigma of being labeled as a low performer leads teachers to put more effort into preparing their teaching evaluations, causing a temporary drop in student learning.
format Documento de trabajo
publishedVersion
author Lombardi, María
author_facet Lombardi, María
author_sort Lombardi, María
title Is the Remedy Worse Than the Disease? The Impact of Teacher Remediation on Teacher and Student Performance in Chile
title_short Is the Remedy Worse Than the Disease? The Impact of Teacher Remediation on Teacher and Student Performance in Chile
title_full Is the Remedy Worse Than the Disease? The Impact of Teacher Remediation on Teacher and Student Performance in Chile
title_fullStr Is the Remedy Worse Than the Disease? The Impact of Teacher Remediation on Teacher and Student Performance in Chile
title_full_unstemmed Is the Remedy Worse Than the Disease? The Impact of Teacher Remediation on Teacher and Student Performance in Chile
title_sort is the remedy worse than the disease? the impact of teacher remediation on teacher and student performance in chile
publisher Universidad Torcuato Di Tella
publishDate 2024
url https://repositorio.utdt.edu/handle/20.500.13098/13063
work_keys_str_mv AT lombardimaria istheremedyworsethanthediseasetheimpactofteacherremediationonteacherandstudentperformanceinchile
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