J. P. Allen, R. C. Pianta, A. Gregory, A. Y. Mikami, and J. Lun, An interaction-based approach to enhancing secondary school instruction and student achievement, Science, vol.333, issue.6045, pp.1034-1037, 2011.

J. D. Angrist and V. Lavy, Does teacher training affect pupil learning? Evidence from matched comparisons in Jerusalem public schools, Journal of Labor Economics, vol.19, issue.2, pp.343-369, 2001.

A. Bacher-hicks, M. J. Chin, T. J. Kane, and D. O. Staiger, An evaluation of bias in three measures of teacher quality: Value-added, classroom observations, and student surveys, National Bureau of Economic Research, 2017.

. Eurydice, Teaching Careers in Europe: Access, Progression and Support, 2018.

S. Glazerman, S. Dolfin, M. Bleeker, A. Johnson, E. Isenberg et al., Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. NCEE 2009-4034, 2008.

S. Glazerman, E. Isenberg, S. Dolfin, M. Bleeker, A. Johnson et al., Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study. NCEE 2010-4027, 2010.

E. A. Hanushek and S. G. Rivkin, Generalizations about using value-added measures of teacher quality, American Economic Review, vol.100, issue.2, pp.267-71, 2010.

D. N. Harris and T. R. Sass, Teacher training, teacher quality and student achievement, Journal of Public Economics, vol.95, issue.7-8, pp.798-812, 2011.

. Igen, Mission sur le rôle et l'activité des inspecteurs pédagogiques du second degré, Notè a Monsieur le ministre de l'Education nationale, de la jeunesse et de la vie associative, pp.2011-2013, 2011.

. Igen/igaenr, La contribution de l'´ education prioritairè a l'´ egalité des chances deséì eves, 2006.

. Igen/igaenr, Rôle et positionnement des inspecteurs du second degré en académie, 2016.

M. Isoré, Teacher evaluation: Current practices in OECD countries and a literature review, 2009.

C. K. Jackson, J. E. Rockoff, and D. O. Staiger, Teacher effects and teacher-related policies, 2014.

, Annu. Rev. Econ, vol.6, issue.1, pp.801-825

B. Jacob and L. Lefgren, Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education, Journal of Labor Economics, vol.26, issue.1, pp.101-136, 2008.

T. J. Kane, E. S. Taylor, J. H. Tyler, and A. L. Wooten, Identifying effective classroom practices using student achievement data, Journal of Human Resources, vol.46, issue.3, pp.587-613, 2011.

V. Lavy, Performance pay and teachers' effort, productivity, and grading ethics, American Economic Review, vol.99, issue.5, pp.1979-2011, 2009.

R. Murphy, F. Weinhardt, and G. Wyness, Who Teaches the Teachers? A RCT of Peer-to-Peer Observation and Feedback in 181 Schools, 2018.

. Oecd, , 2009.

. Oecd, Synergies for Better Learning: An International Perspective on Evaluation and Assessment. OECD Reviews of Evaluation and Assessment in Education, Editions OCDE

. Oecd, Teachers for the 21st Century: Using Evaluation to Improve Teaching

J. P. Papay and M. A. Kraft, Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement, Journal of Public Economics, vol.130, pp.105-119, 2015.

T. Piketty and M. Valdenaire, L'impact de la taille des classes sur la réussite scolaire dans lesécoleslesécoles, 2006.

J. E. Rockoff, Does mentoring reduce turnover and improve skills of new employees? Evidence from teachers in New York City, National Bureau of Economic Research, 2008.

E. S. Taylor and J. H. Tyler, The effect of evaluation on teacher performance, American Economic Review, vol.102, issue.7, p.47345, 2012.

, The first (second) row shows the results of regressing their students' average score in the subject they teach (subjects they don't teach) at the end of year t on a dummy indicating that they underwent an external evaluation between t0 and t. The first column refers to the full sample, whereas columns (2) and (3) refer to the subsamples of female and male teachers, columns (4) and (5) to the subsamples of teachers whose number of years of work experience is either above or below the median on t0 (i.e., above or below 11 years), columns (6) and (7) to the subsample of teachers who were in education priority schools on t0 and the subsample who were in non-priority schools. Models include a full set of teachers and year fixed effects as well as controls for students' average age, gender, family social background, German language study and Ancient language study, The table refers to joint sample of math and French language teachers who teach 9th grade students between t0=2008-2009 and t1=2011-2012, 2008.

, and providing for each 9th grade class observed during this 4-year period (a) the ID number of the class and the academic year when it is observed, (b) the ID number and socio-demographic characteristics of its math and French language teachers, (c) the date of the external evaluations that its math and French language teachers underwent, 2008.

, Eventually, by averaging the variables of this database at the teacher x year level, we build a database which makes it possible to explore the extent to which teachers' external evaluations are followed by an improvement in their effectiveness

, The first row shows the result of regressing the proportion of their 9th grade students who will choose science as major field of study at the end of 10th grade on a dummy indicating that they underwent an external evaluation between t0 and t. The second row shows the result of regressing the proportion of their 9th grade students who will graduate in science at the end of 12th grade on the same independent variable. The first column refers to the full sample, whereas columns (2) to (7) refer to subsamples defined by teachers' gender, number of years of teaching experience (above/below 11 years), type of school attended (priority/non priority). Models include a full set of teachers and year fixed effects as well as controls for students' average age, gender, family social background, German language study and Ancient language study, The table refers to the same working sample of math teachers as Table 1, augmented by teachers with more than 25 years of teaching experience