Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license. Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail. Note that link provided above includes additional terms and conditions of the license.

No abstract

In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).

Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail.Note that link provided above includes additional terms and conditions of the license.The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, or the countries they represent.

In this article, we explore whether the evaluation instruments used in the teacher selection process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers and test their relationship with Peru’s results of two rounds of the teacher evaluation (i.e., a centralized national stage and a decentralized stage performed at the school level). Our findings indicate that among the instruments that comprise the national stage of the process, the logical reasoning and curricular and pedagogical knowledge subtests have the strongest relationship with the TVA measure, while the weakest relationship is found with the reading comprehension component. Also, we find that the weighted aggregate score has a higher relationship with estimated TVA than the specific subtests. At the school-level stage, we find no significant relationships with our measures of TVA for math, as well as a nonrobust relationship for the classroom observation and interview evaluation instruments for reading. Moreover, we find relationships between our TVA measure and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts. These results provide lessons for the design and implementation of evaluation instruments in teacher hiring processes around the world.