Incentives for teacher relocation: Evidence from the Gambian hardship allowance |
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| Institution: | 1. Department of Economics, Santa Clara University, 500 El Camino Real, Santa Clara, CA 95053, USA;2. Department of Economics, Haverford College, 370 Lancaster Ave, Haverford, PA 19041, USA;1. School of Public Administration, Nanjing University of Finance and Economics, China;2. School of Public Economics and Administration, Shanghai University of Finance and Economics, China;3. Warner School of Education, University of Rochester, United States;4. Dundee University Business School, United Kingdom |
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| Abstract: | We evaluate the impact of the Gambian hardship allowance, which provides a salary premium of 30–40% to primary school teachers in remote locations, on the distribution and characteristics of teachers across schools. A geographic discontinuity in the policy's implementation and the presence of common pre-treatment trends between hardship and non-hardship schools provide sources of identifying variation. We find that the hardship allowance increased the share of qualified (certified) teachers by 10 percentage points. The policy also reduced the pupil–qualified teacher ratio by 27, or 61% of the mean, in recipient schools close to the distance threshold. Further analysis suggests that these gains were not merely the result of teachers switching from non-hardship to hardship schools. With similar policies in place in more than two dozen other developing countries, our study provides an important piece of evidence on their effectiveness. |
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| Keywords: | Teacher labor markets Rural schools Gambia Program evaluation Regression discontinuity |
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