Schools that offer performance-based pay are more effective in attracting and retaining high-performing teachers. Importantly, teachers who choose these contracts are just as pro-social as those who select flat pay, alleviating concerns that performance incentives might deter mission-driven educators.

While both subjective and objective performance incentives improve test scores, subjective evaluations also lead to better socio-emotional learning outcomes among students. This suggests that giving principals discretion in evaluations can be beneficial if implemented responsibly.

Student learning improves substantially—by an additional year—when taught by effective teachers, yet observable traits (e.g., degrees, years of experience) do not reliably predict effectiveness. This highlights the importance of accurate in-service performance assessments to identify and promote high-quality teachers.

While low-stakes evaluations show no gender disparities, high-stakes evaluations can introduce gender biases. Sharing objective performance data with principals reduces this gap, suggesting that structured, evidence-based approaches can promote greater fairness in high-stakes decision-making.

Villages with Government Girls’ Secondary Schools are three times more likely to have private schools, as GSS-educated girls become private school teachers. This demonstrates how public investment in girls’ education has transformative, long-term multiplier effects on local education systems and female labor force participation.