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Table of contents
Introduction
1 Teaching accreditation exams in France favor women in male-dominated disciplines and men in female-dominated fields
1.1 Introduction
1.2 Institutional background
1.2.1 Competitive exams to recruit teachers in France
1.2.2 Systematic non-anonymous oral and anonymous written tests
1.2.3 Exams at three different levels
1.2.4 Two to three examiners at each test
1.3 Data
1.4 Method
1.4.1 Percentile ranks
1.4.2 Variations in percentile ranks between oral and written tests (DD)
1.4.3 Odds ratios and relative risks
1.4.4 Using total scores on written and oral tests or keeping only one written and one oral test
1.4.5 A simple linear model to derive econometric specifications
1.4.6 Statistical models used to assess the gender bias on oral tests in each field and at each level
1.4.7 Using initial scores instead of percentile ranks
1.4.8 Statistical model to assess how the gender bias on oral test varies from a subject to another one
1.4.9 Statistical model to assess how the relationship between subjects’ extent of male-domination and gender bias on oral test varies between the medium- and the high-level exams
1.4.10 Clustering standard errors
1.5 Results
1.5.1 Gender differences between oral and written test scores at exams to recruit secondary school and postsecondary professorial teachers
1.5.2 A clear pattern of rebalancing gender asymmetries in academic fields, strongest at the highest-level exam, and invisible at the lower-level exam
1.5.3 Implications for the gender composition of recruited teachers and professors in different fields
1.5.4 Gender of evaluators
1.5.5 Comparison of an oral test that is common across all exams
1.6 Discussion
1.6.1 Handwriting detection
1.6.2 Gender differences in the types of abilities that are required on oral and written tests
1.6.3 Results from statistical models DD, S, and S+IV at the mediumand higher-level exams
1.6.4 Results from statistical models DD, S, and S+IV at the lower-level exams
1.6.5 Analysis of the effect of the gender composition of the examiner panels
1.7 Conclusion
2 Understanding the effect of salary, degree requirements and demand on teacher supply and quality: a theoretical approach
2.1 Introduction
2.2 Related literature
2.3 The effect of wage
2.3.1 A simple model
2.3.2 Implication for teacher supply
2.3.3 Implication for teacher skills
2.4 The effect of labor demand
2.4.1 Model
2.4.2 Implication for teacher supply
2.4.3 Implication for teacher skills
2.5 The effect of degree requirement
2.5.1 Educational and professional choices when teachers are required to have a bachelor’s degree
2.5.2 Educational and professional choices when teachers are required to have a masters’ degree
2.6 Conclusion
Appendix
3 How does the increase in teachers’ qualification levels affect their supply and characteristics?
3.1 Introduction
3.2 How to measure teacher quality?
3.3 Institutional background
3.3.1 The recruitment of public primary school teachers
3.3.2 Reform of teachers’ diploma level
3.4 Data and descriptive statistics
3.4.1 Teacher qualifications
3.4.2 Teacher supply and teacher demand
3.4.3 Teacher skills
3.4.4 Teacher diversity
3.4.5 Teacher salaries
3.5 Exploratory analysis when teachers are recruited at the bachelor level (before 2011)
3.5.1 Relationship between teacher supply, teacher demand and salary
3.5.2 Relationship between teacher characteristics, teacher demand and salary
3.5.3 Relationship between diploma level and teacher characteristics
3.6 Model
3.7 Results
3.7.1 Effect of a higher degree requirement on teacher supply
3.7.2 Effect of a higher diploma requirement on teacher characteristics
3.8 A placebo test
3.9 Discussion
3.9.1 Is there a link between the qualification reform and teacher shortages?
3.9.2 Short-term or long-term effects?
3.10 Conclusion
Tables
Figures
Appendix
A Primary school teacher recruitment examinations are not standardized in France
B Scope of the analysis
C Descriptive statistics
D A first method for estimating scoring biases between regions
E A second method for estimating scoring biases between regions and years
E.1 Descriptive evidence and preliminary analysis
E.2 Model
E.3 Results
F Robustness checks
Tables
Figures
4 How school context and management influence sick leave and teacher departure
4.1 Introduction
4.2 Literature review
4.3 Context
4.3.1 Absences in the French education system
4.3.2 Recruitment and wage in (secondary) education
4.3.3 Mobility
4.3.4 Teachers in deprived areas
4.3.5 School principals and vice-principals
4.4 Data and descriptive statistics
4.4.1 Sources
4.4.2 Descriptive statistics
4.5 Method
4.5.1 Specification
4.5.2 Estimation
4.6 Results
4.6.1 Contribution of teachers, schools and principals to the annual duration of teacher absences
4.6.2 What is the overall impact of schools and principals on teachers absences? A counterfactual analysis
4.6.3 Relationship between the contribution of principals and schools to teacher absences and turnover
4.6.4 Who leaves schools that contribute most to absences?
4.6.5 Relationship between school effects and school characteristics
4.6.6 What are the working conditions and psychosocial risks factors associated with schools’ and principals’ effects on teacher absences?
4.6.7 What is the relationship between teacher health and school and principal effects on absenteeism?
4.6.8 Has the increase in prevention from 2014 been more intense in schools (and among school principals) that increase teacher absences?
4.6.9 Are newly recruited teachers assigned to more favourable work environments?
4.7 Robustness checks
4.7.1 Exogeneous mobility assumption
4.7.2 Is the most appropriate model additive or multiplicative?
4.7.3 What is the impact of log-linearisation on estimates?
4.7.4 Are absences partly explained by peer effects?
4.8 Conclusion
Tables
Figures
Conclusion: Policy implications, pending issues and future researches
