Teacher employment contracts and student performance

ABSTRACT This article examines the association between teachers’ work conditions and student’s performance as measured by large-scale tests in the São Paulo State school network. Based on official documents and on a not-yet-explored dataset provided by the State Education bureau, first we address how teachers’ employment contracts signal work conditions. Second, we attempt to list the more prevalent types of contracts in the different regional boards of education and to show the link between contract types and student performance, thus revealing the segmented structure of the São Paulo State school network. Finally, theoretical and policy-related implications of these findings are discussed.