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Relating teacher payment to pupils' standardized test scores is spreading in Brazil. Such policies do not find their theoretical roots in the field of education science, but rather in the economic-management literature, especially in the so-called "principalagent model". While they are regarded by some as a cornerstone for improving education quality, they are rejected by non-economists. The empirical evidence is ambiguous: both positive and non-positive effects have been documented. The contribution of this paper is to revisit the theoretical framework on which pay-forperformance schemes lay, aiming at testing the hypothesis that inconclusive effects could have been predicted by the economic literature itself. Complementarily, we investigate whether the theory sheds light on the reasons why such policies are strongly rejected in certain circles. We provide positive answers to both questions. [ABSTRACT FROM AUTHOR]

The objective of this study is to analyze the behavior assumed by the Executive and by the Legislative during the management Multiyear Plan 2008-2011 from the perspective of principal-agent model. Through the application of the Friedman, Spearman and Kendall's test and having as an empirical object all programs contained in the PPA 2008-2011, it was observed between 2008 and 2011: the stage of Preparation and of Budget Execution and Financial of Annual Budget Law, whose main actor is the Executive Power, showed very strong concordance; while stage step of Discussion, Voting and Approval, whose main actor is the Legislative Power, showed moderate concordance. When as considered the interaction between all stages in the same cycle the concordance was lower. Furthermore, as most significant result of the study, it has identified that the external relationship (between government and citizens) have a bigger concordance than the internal relationship (between politicians and bureaucrats). [ABSTRACT FROM AUTHOR]

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