Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/18934 
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dc.contributor.authorJuerges, Hendriken
dc.contributor.authorRichter, Wolfram F.en
dc.contributor.authorSchneider, Kerstinen
dc.date.accessioned2009-01-28T15:53:54Z-
dc.date.available2009-01-28T15:53:54Z-
dc.date.issued2004-
dc.identifier.urihttp://hdl.handle.net/10419/18934-
dc.description.abstractApplying the theory of yardstick competition to the schooling system, we show that it isoptimal to have central tests of student achievement and to engage in benchmarking because itraises the quality of teaching. This is true even if teachers? pay (defined in monetary terms) isnot performance related. If teachers value reputation, and if teaching output is measured sothat it becomes comparable, teachers will increase their effort. The theory is tested using theGerman PISA-E data. Our estimates suggest that, despite the flat career profile of Germanteachers, the quality of teaching tends to be higher in federal states with central exams.en
dc.language.isoengen
dc.publisher|aCenter for Economic Studies and ifo Institute (CESifo) |cMunichen
dc.relation.ispartofseries|aCESifo Working Paper |x1296en
dc.subject.jelI28en
dc.subject.ddc330en
dc.subject.keywordeducationen
dc.subject.keywordteacher qualityen
dc.subject.keywordcentral examinationsen
dc.subject.keywordyardstick competitionen
dc.subject.keywordmatchingen
dc.subject.stwLehrkräfteen
dc.subject.stwDienstleistungsqualitäten
dc.subject.stwLeistungsanreizen
dc.subject.stwYardstick Competitionen
dc.subject.stwBenchmarkingen
dc.subject.stwBildungsniveauen
dc.subject.stwSchätzungen
dc.subject.stwTeilstaaten
dc.subject.stwSchätzungen
dc.subject.stwDeutschlanden
dc.subject.stwZentralexamenen
dc.subject.stwZentralabituren
dc.subject.stwPISA <Test>en
dc.titleTeacher quality and incentives theoretical and empirical effects of standards on teacher quality-
dc.typeWorking Paperen
dc.identifier.ppn856957828en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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