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dc.contributor.authorJuerges, Hendriken_US
dc.contributor.authorRichter, Wolfram F.en_US
dc.contributor.authorSchneider, Kerstinen_US
dc.date.accessioned2009-01-28T15:53:54Z-
dc.date.available2009-01-28T15:53:54Z-
dc.date.issued2004en_US
dc.identifier.urihttp://hdl.handle.net/10419/18934-
dc.description.abstractApplying 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.en_US
dc.language.isoengen_US
dc.publisheren_US
dc.relation.ispartofseriesCESifo working papers 1296en_US
dc.subject.jelI28en_US
dc.subject.ddc330en_US
dc.subject.keywordeducationen_US
dc.subject.keywordteacher qualityen_US
dc.subject.keywordcentral examinationsen_US
dc.subject.keywordyardstick competitionen_US
dc.subject.keywordmatchingen_US
dc.subject.stwLehrkräfteen_US
dc.subject.stwDienstleistungsqualitäten_US
dc.subject.stwLeistungsanreizen_US
dc.subject.stwYardstick Competitionen_US
dc.subject.stwBenchmarkingen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwSchätzungen_US
dc.subject.stwTeilstaaten_US
dc.subject.stwSchätzungen_US
dc.subject.stwDeutschlanden_US
dc.subject.stwZentralexamenen_US
dc.subject.stwZentralabituren_US
dc.subject.stwPISA <Test>en_US
dc.titleTeacher quality and incentives theoretical and empirical effects of standards on teacher qualityen_US
dc.typeWorking Paperen_US
dc.identifier.ppn471341134en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
Appears in Collections:CESifo Working Papers, CESifo Group Munich

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