errors are clustered at the municipal level and shown in parenthesis.

|B. Selection and Classroom Hours<br>**if permanent**<br>**if temporary**<br>**20 Classroom**<br>**40 Classroom**<br>**Teacher**<br>**Teacher**<br>**Hours per wk**<br>**Hours per wk**<br>(3)<br>(4)<br>(5)<br>(6)<br>5_th_ Grade _−_Teachers<br>_−_0_._133_∗∗∗_<br>0_._057<br>_−_0_._162_∗∗∗_<br>0_._109_∗∗_<br>(0_._033)<br>(0_._023)<br>(0_._046)<br>(0_._054)<br>0_._058<br>0_._027<br>0_._033<br>0_._003<br>(0_._041)<br>(0_._029)<br>(0_._041)<br>(0_._042)<br>_−_0_._014<br>_−_0_._010<br>_−_0_._095_∗∗∗_<br>_−_0_._053<br>(0_._036)<br>(0_._037)<br>(0_._035)<br>(0_._042)<br>9_th_ Grade _−_Teachers<br>_−_0_._021<br>0_._076_∗∗_<br>_−_0_._081_∗∗∗_<br>0_._133_∗∗∗_<br>(0_._044)<br>(0_._033)<br>(0_._029)<br>(0_._049)<br>_−_0_._007<br>_−_0_._053<br>0_._015<br>_−_0_._029<br>(0_._041)<br>(0_._035)<br>(0_._012)<br>(0_._040)<br>_−_0_._068_∗_<br>0_._032<br>_−_0_._129_∗∗∗_<br>0_._012<br>(0_._039)<br>(0_._036)<br>(0_._018)<br>(0_._038)<br>**Teacher**<br>**Teacher**<br>**Teacher**<br>**Teacher**<br>his table presents the DD coefcients of RBF efects on teacher training,<br>_istema de Avaliação da Educação Básica_ (SAEB). Column (1) is for a<br>achers perceived the training as useful. column (3) is if teachers had an<br> for teachers with contracts of 20 or 40 hours per week. All regressions<br> _Pernambuco_ and _Paraíba_ as illustrated in Figure 1. The defnition of<br>municipality controls: the number of births in the municipality_−_year,<br>ded provided by _SAEB_; and a dummy for schools ofering from the 1_st_<br>up (as they are provided in 7 categories. It also includes: time trends,<br>ghted by school Size. The line "DD, Results_−_Based Financing" reports<br>ween RBF and pre_−_RBF periods. The line "DD, Teaching Assistance"<br>erence in the coefcients _rbf_ +_ta_ (or _rbf_(_re_) +_ta_ for 9_th_) and _rbf_ (or<br>e estimated impacts of reformulating the RBF model. Standard errors|
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|aining<br>**if training**<br>**helped**<br>(2)<br>0_._001<br>(0_._008)<br>0_._011<br>(0_._006)<br>0_._078_∗∗∗_<br>(0_._023)<br>0_._017<br>(0_._011)<br>0_._120_∗∗∗_<br>(0_._034)<br>_−_0_._021<br>(0_._037)<br>**Teacher**<br>ercent level. T<br>naires in the _S_<br> considers if te<br> (5) and (6) is<br>_ande do Norte_,<br>sions include <br>l schools provi<br>es per age gro<br>cients are wei<br> the border bet<br> testing the dif<br> re" reports th|
|A. Tr<br>**If had**<br>**training**<br>(1)<br>**DD, Results**_−_**Based Financing (**_βrbf −βpre_**)**<br>_−_0_._087_∗∗_<br>(0_._035)<br>**DD, Teaching Assistance (**_βrbf_+_ta −βrbf_**)**<br>0_._115_∗∗∗_<br>(0_._026)<br>**DD, Results**_−_**Based Financing, re (**_βrbf_(_re_)+_ta −βrbf_+_ta_**)**<br>0_._057_∗_<br>(0_._029)<br>**DD, Results**_−_**Based Financing (**_βrbf −βpre_**)**<br>0_._075_∗∗_<br>(0_._033)<br>**DD, Teaching Assistance (**_βrbf_(_re_)+_ta −βrbf_(_re_)**)**<br>0_._088_∗∗∗_<br>(0_._027)<br>**DD, Results**_−_**Based Financing, re (**_βrbf_(_re_)_−βrbf_**)**<br>0_._007<br>(0_._027)<br>**Questionnaire Respondent**<br>**Teacher**<br>**Notes.** *** denotes signifcance at1percent, ** at5percent, and * at10p<br>selection and classroom hours. All outcomes come from teacher question<br>dummy equal to one teachers had training in the past 2 years. Column (2)<br>open_−_ended contract and column (4) is for temporary contracts. Columns<br>restrict to municipalities at the border between _Ceará_ and _Piauí_, _Rio Gr_<br>border considers the three immediate municipalities at each side. Regres<br>according to the _Sistema de Nascidos Vivos_ (SINASC); a dummy for rura<br>to the 9_th_ grades. The students controls include: if male, if white, dummi<br>municipal_−_specifc time trends, and border fxed_−_efects. Regression coef<br>the impacts of introducing the _RBF_ alone by comparing the diferences at <br>estimates the impacts of combining the RBF with technical assistance by <br>_rbf_(_re_) for 9_th_) periods. Finally, the line "DD, Results_−_Based Financing, <br>are clustered by municipality and shown in parenthesis.|

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