Selection into Teaching: Evidence from Enseña Perú
Alfonso, Mariana; Santiago, Ana
Having a good teacher is the most important school-related factor for student achievement, to the point of closing the gap between low and high-income students. However, the empirical literature is almost silent regarding teacher selection. This paper estimates a teacher selection model using recruitment data from Enseña Perú, a program that recruits top university graduates from all majors and places them in vulnerable schools. Our results suggest that candidates with volunteering experience and who finished their college degree in the top third of their class are significantly more likely to be selected into the program. Teacher recruitment policy that identifies these qualities, which might be related to leadership, high motivation, social commitment and deep content knowledge, could considerably improve the quality of the teaching force.