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Designing incentives to attract the best teachers to low-performing schools has become a fundamental objective in educational equity. We analyze the case of Costa Rica, where the most experienced teachers usually choose to work in the countryʼs Central Region. We carried out a discrete choice experiment with a sample of 400 teachers in 52 schools, aiming to elicit their preferences to work at schools located in disadvantaged regions. The findings suggest that monetary incentives are the most effective to increase the probability of teachers accepting contracts in disadvantaged locations. In particular, economic bonuses show marginal effects between 8 % and 22 %. On the other hand, non-monetary incentives (working with highly qualified peers, direct access to supervisors of educational programs, and provision of material resources) are found to be important complements in the design of incentive packages. Combining monetary and non-monetary incentives, we obtain an acceptance rate to move to disadvantaged regions of more than 30 % of the teachers. These incentive designs are especially relevant in the educational systems of developing countries, which face high internal inequalities and strong financial constraints. [ABSTRACT FROM AUTHOR]

The regional concentration of poverty and the resulting disparities in living conditions create conditions where educational inequalities are intensified. These adverse conditions could lead teachers to refuse to work in disadvantaged locations that are characterised by high incidences of poverty and low-performing students. In this paper, we estimate how poverty in the districts where the schools are situated influences the probability that teachers accept a job offer in Costa Rica. Working with data on contract offers acceptance or rejection is a methodological novelty that makes it possible to dissociate students' poverty from the poverty of the schools' location. The estimation of a three‐level hierarchical model allows us to deal with aggregation bias and unobserved heterogeneity. The results show evidence that district poverty is a key determinant of teachers' rejection of offers. Although the study uses data from Costa Rica, the results indicate more generally, how educational inequity can perpetuate poverty. [ABSTRACT FROM AUTHOR]