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Author: Cynthia D. Prince Publisher: Scarecrow Press ISBN: 9780810846968 Category : Business & Economics Languages : en Pages : 116
Book Description
This book argues that changing the way that teachers are paid and offering targeted financial incentives to teachers willing to take on more difficult assignments is a critical part of an overall strategy to attract and retain highly qualified teachers in the nation's most challenging schools.
Author: Cynthia D. Prince Publisher: Scarecrow Press ISBN: 9780810846968 Category : Business & Economics Languages : en Pages : 116
Book Description
This book argues that changing the way that teachers are paid and offering targeted financial incentives to teachers willing to take on more difficult assignments is a critical part of an overall strategy to attract and retain highly qualified teachers in the nation's most challenging schools.
Author: Allan Odden Publisher: Freeload Press, Inc. ISBN: 1930789033 Category : Merit pay Languages : en Pages : 180
Book Description
This presentation is based on the following principles: 1. The key accountability for schools is to improve student performance. 2. Teachers in the classroom (including those in hard-to-staff fields such as math and special education) and their instructional practice are the single most important factors that will lead to improved student performance. 3. Teacher compensation is the single biggest part of the education budget (often more than 60%). 4. Therefore, linking pay to teacher performance â instructional practice that produces student learning gains is the best way to expend money in a way that ultimately improves student performance. This book shows how the connections among those principles are playing. [Web, ed].
Author: Heather Joan Hough Publisher: ISBN: Category : Languages : en Pages :
Book Description
Research consistently shows that teacher quality is a powerful determinant of student achievement gains. It has also been shown that urban school districts serving low-performing, low-income, and/or minority students have a less-qualified teacher workforce. This disparity can be traced back to both teacher recruitment and retention; urban school districts have a harder time recruiting teachers, and their retention rates are much lower than surrounding districts in the labor market. In order to improve teacher recruitment and retention, an increasingly popular intervention for urban school districts is raising teacher salaries, often in targeted areas. While there is evidence to suggest that teachers respond to compensation in deciding to become or remain teachers, there is little empirical research studying the effectiveness of compensation increases in recruiting or retaining high-quality teachers in high-need schools and districts. To address this gap, this dissertation assesses the effect of a salary increase on teacher recruitment and retention in the San Francisco Unified School District (SFUSD). Specifically, I examine the effect of the Quality Teacher and Education Act of 2008 (QTEA), which introduced an overall salary increase ($500-6,300, varying by placement on the salary schedule), a $2,000 bonus for teaching in a hard-to-staff school, a $1,000 bonus for teaching in a hard-to-fill subject, and retention bonuses ($2,500 after the 4th year and $3,000 after the 8th year). In teacher recruitment, I show that QTEA's salary increase improved SFUSD's attractiveness within the local teacher labor market and increased both the size and quality of the teacher applicant pool. Furthermore, I show that such changes to the applicant pool led to moderate improvements in the quality of new-hires. In teacher retention, the pattern of results shows that QTEA had only a minor (if any) effect. It appears that QTEA's possible effect was limited by the economic downturn corresponding with the policy's implementation. Teacher retention increases during this time period (because high local unemployment rates limited alternative employment options) leave little room for QTEA to have an additional effect. The analyses in this dissertation provide a first step in understanding the potential effect of policies like QTEA in improving the quality of the teacher workforce in urban school districts. The fact that I am able to detect change in teacher recruitment in such a short time provides an indication that compensation increases, even of a relatively small size, can be used as a lever for redistributing teachers, which is particularly important given the substantially unequal sorting of teacher quality across schools and districts.
Author: Sylvia A. Allegretto Publisher: ISBN: Category : Teachers Languages : en Pages : 72
Book Description
Reviews recent analyses of relative teacher compensation and provides a detailed analysis of trends in the relative weekly pay of elementary and secondary school teachers. Shows that teacher compensation lags that of workers with similar education and experience, as well as that of workers with comparable skill requirements, like accountants, reporters, registered nurses, computer programmers, clergy, personnel officers, and vocational counselors and inspectors. Finds that teachers' weekly wages have grown far more slowly than those for these comparable occupations; teacher wages have deteriorated about 14.8 percent since 1993 and by 12.0 percent since 1983 relative to comparable occupations.
Author: Justin Wheeler Publisher: ISBN: Category : Languages : en Pages : 11
Book Description
The No Child Left Behind Act of 2001 (NCLB) has increased concern about the staffing difficulties faced by schools that serve a high percentage of low-achieving students. NCLB requires each student be taught in all core academic subjects by a highly-qualified teacher by the 2005-06 school year. The law defines highly-qualified teachers as those who have received a bachelor's degree, attained full state certification or licensure, and proved that they know the subject they teach. By June 2006, not one state had achieved this goal. In July, each state was required to submit a plan to ensure all classrooms have a highly-qualified teacher and that these teachers are evenly divided between poor and rich schools. Given that some schools have difficulty attracting and retaining qualified teachers, state legislatures and local school districts have shown increased interest in offering non-performance-based financial incentives to attract and retain teachers in high-need schools and subject areas. These incentive programs take a variety of forms, the most direct and most controversial of which are salary bonuses. Some school systems also use performance-based bonuses to reward teachers for student performance. This policy brief describes the scope and the effects of targeted salary incentives that are not based on student performance. Targeted financial incentives clearly influence teacher career choices although their impact varies with teacher gender, race, and age. (Contains 1 table and 14 endnotes.).
Author: Dale Ballou Publisher: W. E. Upjohn Institute ISBN: Category : Business & Economics Languages : en Pages : 208
Book Description
This book asks whether higher salaries have improved the quality of newly recruited teachers. It reviews data on the characteristics of beginning teachers and shows how important features of the labor market for teachers systematically undermine efforts to improve teacher quality. The text also offers a comparison of personnel policies and staffing patterns in public and private schools, focusing on national trends in teacher recruitment. It discusses ways to measure teacher quality, examines several indicators of quality, such as student achievement and principals' ratings of their staffs, and then uses these findings to assess the evidence on salary growth and teacher recruitment. It looks at what has gone wrong with teacher recruitment and offers an analysis of the operation of the teacher labor market so as to interpret findings. These results are used to review the implications for teacher recruitment of various other reforms of current interest. The text also describes the prospects for reform by examining salary differentiation and rising standards and assesses personnel policies in the private sector to see whether private schools offer a model for reforming public education. This section details teacher quality, working conditions, and compensation policies. The book concludes with a summation of its major points. (Contains an index, approximately 315 references, 12 data tables and 17 figures.) (RJM)
Author: OECD Publisher: OECD Publishing ISBN: 9264591958 Category : Languages : en Pages : 142
Book Description
Malaysia’s economy is doing well, but social and governance challenges must be addressed. The new government prioritises inclusive growth and improving trust in public institutions. Further progress toward the planned target of high-income country status by 2024 will also require focusing on productivity growth with structural reforms to move up the value chain and improve skills. Ensuring environmental protection will improve the quality of growth.
Author: Cynthia D. Prince
Author: Cynthia D. Prince
Author: Allan Odden
Author: Heather Joan Hough
Author: Sylvia A. Allegretto
Author: Justin Wheeler
Author: Susan Moore Johnson
Author: Dale Ballou
Author: 
Author: OECD
Author: United States. Congress. Senate. Committee on Finance