Human resource policies in public education: empirical evidences for Brazil
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Tese |
Idioma: | eng |
Título da fonte: | Repositório Institucional do FGV (FGV Repositório Digital) |
Texto Completo: | http://hdl.handle.net/10438/16572 |
Resumo: | This thesis brings three empirical exercises on human resources issues in Brazilian public schools, taking advantage of a large policy implemented in São Paulo state school system. This policy raises the wages for teachers working in poor urban schools and its assignment, based on an arbitrary cutoff on a socioeconomic index, allows the identification of causal impacts. In sum, the three papers point that allowances policies are able to, in fact, maintain teachers in disadvantaged schools and this effect, in turn, improves students’ academic performance. Besides, we also find that this policy also reduces teacher absenteeism. However, as a consequence of the policy design, there are no evidence that this allowance improves the profile of teachers allocated in those disadvantaged schools. The first paper evaluates the impacts of this policy on teacher turnover, students’ grades and teachers’ profile. We find that the wage compensation reduced the turnover rate by 7.2 percentage points, which means a drop of 15% over the pre-treatment average. In a reduced form model, we also find evidence that this policy can positively impact students’ performance. The second paper further analyzes the impacts on student learning, focusing on three possible mechanisms: i) the turnover itself; ii) the quality of teachers; iii) the wage increase. Estimates show that the only channel through which this compensatory policy affects students' performance is the reduction in teacher turnover. By reducing turnover rate in one standard deviation, the policy reduced the proportion of low performance students in about 50% of a standard deviation. The third paper evaluates how the wage differentiation created by this policy affects teacher absenteeism. Results show that, after controlling for teachers' and schools' fixed effects, paying a higher wage (on average a raise of 26%) causes a drop in teachers' absent days of 8-22%. Absences that do not lead to salary discount, like for medical leaves, don't respond to the wage differentiation and the impact is larger for teachers that receive a higher incentive. |
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Camelo, Rafael de SousaEscolas::EESPPinto, Cristine Campos de XavierSoares, Rodrigo ReisFirpo, Sergio PinheiroEstevan, Fernanda Gonçalves de La FuentePonczek, Vladimir Pinheiro2016-06-06T16:53:04Z2016-06-06T16:53:04Z2016-05-12CAMELO, Rafael de Sousa. Human resource policies in public education: empirical evidences for Brazil. Tese (Doutorado em Economia de Empresas) - FGV - Fundação Getúlio Vargas, São Paulo, 2016.http://hdl.handle.net/10438/16572This thesis brings three empirical exercises on human resources issues in Brazilian public schools, taking advantage of a large policy implemented in São Paulo state school system. This policy raises the wages for teachers working in poor urban schools and its assignment, based on an arbitrary cutoff on a socioeconomic index, allows the identification of causal impacts. In sum, the three papers point that allowances policies are able to, in fact, maintain teachers in disadvantaged schools and this effect, in turn, improves students’ academic performance. Besides, we also find that this policy also reduces teacher absenteeism. However, as a consequence of the policy design, there are no evidence that this allowance improves the profile of teachers allocated in those disadvantaged schools. The first paper evaluates the impacts of this policy on teacher turnover, students’ grades and teachers’ profile. We find that the wage compensation reduced the turnover rate by 7.2 percentage points, which means a drop of 15% over the pre-treatment average. In a reduced form model, we also find evidence that this policy can positively impact students’ performance. The second paper further analyzes the impacts on student learning, focusing on three possible mechanisms: i) the turnover itself; ii) the quality of teachers; iii) the wage increase. Estimates show that the only channel through which this compensatory policy affects students' performance is the reduction in teacher turnover. By reducing turnover rate in one standard deviation, the policy reduced the proportion of low performance students in about 50% of a standard deviation. The third paper evaluates how the wage differentiation created by this policy affects teacher absenteeism. Results show that, after controlling for teachers' and schools' fixed effects, paying a higher wage (on average a raise of 26%) causes a drop in teachers' absent days of 8-22%. Absences that do not lead to salary discount, like for medical leaves, don't respond to the wage differentiation and the impact is larger for teachers that receive a higher incentive.Esta tese traz três exercícios empíricos sobre questões de recursos humanos em escolas públicas brasileiras, aproveitando-se de uma ampla política implantada na rede estadual de São Paulo. Esta política aumenta os salários para os professores que trabalham em escolas urbanas pobres e sua regra de alocação, baseada em um corte arbitrário em um índice socioeconômico, permite a identificação de impactos causais. Em resumo, os três artigos apontam que políticas de subsídios são capazes de, de fato, manter professores nas escolas mais pobres e este efeito, por sua vez, melhora o desempenho acadêmico dos alunos. Além disso, concluímos também que esta política também reduz o absenteísmo dos professores. No entanto, como consequência do desenho dessa política, não há evidências de que o subsídio melhora o perfil dos professores alocados nessas escolas. O primeiro artigo avalia os impactos dessa política sobre a rotatividade dos professores. Concluímos que a compensação salarial reduziu a taxa de rotatividade em 7,2 pontos percentuais, o que significa uma queda de 15% sobre a média pré-tratamento. Em um modelo em forma reduzida, encontramos também evidências de que esta política pode impactar positivamente o desempenho dos alunos. O segundo artigo analisa os impactos sobre a aprendizagem dos alunos, com foco em três possíveis mecanismos: i) a rotatividade; ii) a qualidade dos professores; iii) o aumento do salário. As estimativas mostram que o único canal através do qual esta política compensatória afeta o desempenho dos alunos é a redução da rotatividade dos professores. Ao reduzir taxa de volume de negócios em um desvio-padrão, a política reduziu a proporção de alunos de baixo desempenho em cerca de meio desvio-padrão. O terceiro artigo avalia como a diferenciação salarial criada por esta política afeta absenteísmo dos professores. Os resultados mostram que, após controlar efeitos fixos de professores e escolas, pagar um salário mais elevado (em média 26% a mais) provoca uma queda de 8-22% nas faltas dos professores. Ausências que não levam a desconto de salário, como por licenças médicas, não respondem à diferenciação salarial e o impacto é maior para os professores que recebem maior incentivo.engProfessores - SaláriosEconomiaEscolas públicasRendimento escolarDesempenhoHuman resource policies in public education: empirical evidences for Brazilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Repositório Institucional do FGV (FGV Repositório Digital)instname:Fundação Getulio Vargas (FGV)instacron:FGVinfo:eu-repo/semantics/openAccessORIGINALTese final completo - para entregar v2.pdfTese final completo - para entregar v2.pdfapplication/pdf10511031https://repositorio.fgv.br/bitstreams/a81788cf-9ece-4896-adcb-ea1bfead24ad/download985385323401dbc1e1fe895d03c13927MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-84707https://repositorio.fgv.br/bitstreams/bdd1fd5d-9bea-45b3-ae4c-02a2e56b4730/downloaddfb340242cced38a6cca06c627998fa1MD54TEXTTese final completo - 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UgYXJxdWl2b3Mgw6AgQmlibGlvdGVjYSBWaXJ0dWFsIEZHViwgdm9jw6ogYXRlc3RhIHF1ZSBsZXUgZQpjb25jb3JkYSBpbnRlZ3JhbG1lbnRlIGNvbSBvcyB0ZXJtb3MgYWNpbWEgZGVsaW1pdGFkb3MsIGFzc2luYW5kby1vcwpzZW0gZmF6ZXIgcXVhbHF1ZXIgcmVzZXJ2YSBlIG5vdmFtZW50ZSBjb25maXJtYW5kbyBxdWUgY3VtcHJlIG9zCnJlcXVpc2l0b3MgaW5kaWNhZG9zIG5vIGl0ZW0gMSwgc3VwcmEuCgpIYXZlbmRvIHF1YWxxdWVyIGRpc2NvcmTDom5jaWEgZW0gcmVsYcOnw6NvIGFvcyBwcmVzZW50ZXMgdGVybW9zIG91IG7Do28Kc2UgdmVyaWZpY2FuZG8gbyBleGlnaWRvIG5vIGl0ZW0gMSwgc3VwcmEsIHZvY8OqIGRldmUgaW50ZXJyb21wZXIKaW1lZGlhdGFtZW50ZSBvIHByb2Nlc3NvIGRlIHN1Ym1pc3PDo28uIEEgY29udGludWlkYWRlIGRvIHByb2Nlc3NvCmVxdWl2YWxlIMOgIGFzc2luYXR1cmEgZGVzdGUgZG9jdW1lbnRvLCBjb20gdG9kYXMgYXMgY29uc2Vxw7zDqm5jaWFzIG5lbGUKcHJldmlzdGFzLCBzdWplaXRhbmRvLXNlIG8gc2lnbmF0w6FyaW8gYSBzYW7Dp8O1ZXMgY2l2aXMgZSBjcmltaW5haXMgY2Fzbwpuw6NvIHNlamEgdGl0dWxhciBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgcGF0cmltb25pYWlzIGUvb3UgY29uZXhvcwphcGxpY8OhdmVpcyDDoCBPYnJhIGRlcG9zaXRhZGEgZHVyYW50ZSBlc3RlIHByb2Nlc3NvLCBvdSBjYXNvIG7Do28gdGVuaGEKb2J0aWRvIHByw6l2aWEgZSBleHByZXNzYSBhdXRvcml6YcOnw6NvIGRvIHRpdHVsYXIgcGFyYSBvIGRlcMOzc2l0byBlCnRvZG9zIG9zIHVzb3MgZGEgT2JyYSBlbnZvbHZpZG9zLgoKClBhcmEgYSBzb2x1w6fDo28gZGUgcXVhbHF1ZXIgZMO6dmlkYSBxdWFudG8gYW9zIHRlcm1vcyBkZSBsaWNlbmNpYW1lbnRvIGUKbyBwcm9jZXNzbyBkZSBzdWJtaXNzw6NvLCBjbGlxdWUgbm8gbGluayAiRmFsZSBjb25vc2NvIi4K |
dc.title.eng.fl_str_mv |
Human resource policies in public education: empirical evidences for Brazil |
title |
Human resource policies in public education: empirical evidences for Brazil |
spellingShingle |
Human resource policies in public education: empirical evidences for Brazil Camelo, Rafael de Sousa Professores - Salários Economia Escolas públicas Rendimento escolar Desempenho |
title_short |
Human resource policies in public education: empirical evidences for Brazil |
title_full |
Human resource policies in public education: empirical evidences for Brazil |
title_fullStr |
Human resource policies in public education: empirical evidences for Brazil |
title_full_unstemmed |
Human resource policies in public education: empirical evidences for Brazil |
title_sort |
Human resource policies in public education: empirical evidences for Brazil |
author |
Camelo, Rafael de Sousa |
author_facet |
Camelo, Rafael de Sousa |
author_role |
author |
dc.contributor.unidadefgv.por.fl_str_mv |
Escolas::EESP |
dc.contributor.member.none.fl_str_mv |
Pinto, Cristine Campos de Xavier Soares, Rodrigo Reis Firpo, Sergio Pinheiro Estevan, Fernanda Gonçalves de La Fuente |
dc.contributor.author.fl_str_mv |
Camelo, Rafael de Sousa |
dc.contributor.advisor1.fl_str_mv |
Ponczek, Vladimir Pinheiro |
contributor_str_mv |
Ponczek, Vladimir Pinheiro |
dc.subject.por.fl_str_mv |
Professores - Salários |
topic |
Professores - Salários Economia Escolas públicas Rendimento escolar Desempenho |
dc.subject.area.por.fl_str_mv |
Economia |
dc.subject.bibliodata.por.fl_str_mv |
Escolas públicas Rendimento escolar Desempenho |
description |
This thesis brings three empirical exercises on human resources issues in Brazilian public schools, taking advantage of a large policy implemented in São Paulo state school system. This policy raises the wages for teachers working in poor urban schools and its assignment, based on an arbitrary cutoff on a socioeconomic index, allows the identification of causal impacts. In sum, the three papers point that allowances policies are able to, in fact, maintain teachers in disadvantaged schools and this effect, in turn, improves students’ academic performance. Besides, we also find that this policy also reduces teacher absenteeism. However, as a consequence of the policy design, there are no evidence that this allowance improves the profile of teachers allocated in those disadvantaged schools. The first paper evaluates the impacts of this policy on teacher turnover, students’ grades and teachers’ profile. We find that the wage compensation reduced the turnover rate by 7.2 percentage points, which means a drop of 15% over the pre-treatment average. In a reduced form model, we also find evidence that this policy can positively impact students’ performance. The second paper further analyzes the impacts on student learning, focusing on three possible mechanisms: i) the turnover itself; ii) the quality of teachers; iii) the wage increase. Estimates show that the only channel through which this compensatory policy affects students' performance is the reduction in teacher turnover. By reducing turnover rate in one standard deviation, the policy reduced the proportion of low performance students in about 50% of a standard deviation. The third paper evaluates how the wage differentiation created by this policy affects teacher absenteeism. Results show that, after controlling for teachers' and schools' fixed effects, paying a higher wage (on average a raise of 26%) causes a drop in teachers' absent days of 8-22%. Absences that do not lead to salary discount, like for medical leaves, don't respond to the wage differentiation and the impact is larger for teachers that receive a higher incentive. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-06-06T16:53:04Z |
dc.date.available.fl_str_mv |
2016-06-06T16:53:04Z |
dc.date.issued.fl_str_mv |
2016-05-12 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
CAMELO, Rafael de Sousa. Human resource policies in public education: empirical evidences for Brazil. Tese (Doutorado em Economia de Empresas) - FGV - Fundação Getúlio Vargas, São Paulo, 2016. |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10438/16572 |
identifier_str_mv |
CAMELO, Rafael de Sousa. Human resource policies in public education: empirical evidences for Brazil. Tese (Doutorado em Economia de Empresas) - FGV - Fundação Getúlio Vargas, São Paulo, 2016. |
url |
http://hdl.handle.net/10438/16572 |
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eng |
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eng |
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openAccess |
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Repositório Institucional do FGV (FGV Repositório Digital) |
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