Double for Nothing? Experimental Evidence on an Unconditional Teacher Salary Increase in Indonesia

Abstract

The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

Teacher pay and student performance: evidence from the Gambian hardship allowance

“…An important exception is de Ree et al (2014), who find that an unconditional, randomly assigned doubling of teacher salary in Indonesia failed to produce gains in student learning.…”

Transforming education in Indonesia

“…Harnessing the benefits of Indonesia's revised assessment system requires a clear strategic vision that supports cohesion in what different actors within the system are trying to achieve (Viennet and Pont, 2017 [24]; Burns and Köster, 2016 [20]). This involves two essential aspects: 1) ensuring that everyone in the system understands the goals of the new assessments and 2) effectively using their results.…”