This paper studies the effect on students’ scores of incentivizing in-service teacher training in a system that conditions teacher promotions to in-service training take-up. In Ecuador, teachers need to pass a compulsory knowledge test with a minimum score and undergo substantial training to qualify for a promotion. We use a regression discontinuity design to identify the causal effect of incentivizing in-service teacher training on students’ scores on a standardized national university entrance exam. We find that in-service training significantly improves students’ verbal test scores by 0.19 to 0.31 standard deviations (depending on the selected comparison window).

本文研究了在以参加在职培训为条件的教师晋升制度中激励在职教师培训对学生成绩的影响。在厄瓜多尔，教师需要以最低分数通过强制性知识测试，并接受大量培训才能获得晋升资格。我们使用断点回归设计来确定激励在职教师培训对学生标准化全国大学入学考试成绩的因果影响。我们发现，在职培训使学生的言语测试成绩显着提高了 0.19 至 0.31 个标准差（取决于所选的比较窗口）。