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1.
The practical viability of performance-based pay programs for teachers depends critically on the extent of support the idea will receive from teachers. We present evidence on teacher opinions with regard to performance-based pay from teacher interviews conducted in the context of an experimental evaluation of a program that provided performance-based bonuses to teachers in the Indian state of Andhra Pradesh. We report four main findings in this paper: (1) over 80% of teachers had a favorable opinion about the idea of linking a component of pay to measures of performance, (2) exposure to an actual incentive program increased teacher support for the idea, (3) teacher support declines with age, experience, training, and base pay, and (4) the extent of teachers’ stated ex ante support for performance-linked pay (over a series of mean-preserving spreads of pay) is positively correlated with their ex post performance as measured by estimates of teacher value addition. This suggests that teachers are aware of their own effectiveness and that implementing a performance-linked pay program could not only have broad-based support among teachers but also attract more effective teachers into the teaching profession. 相似文献
2.
Charter schools see as many as one in four teachers leave annually, and recent evidence attributes much of this turnover to provisions affected by collective bargaining processes and state laws such as salary, benefits, job security, and working hours. There have been many recent efforts to improve teacher voice in charter schools (Kahlenberg & Potter, 2014), including engaging in some form of collective bargaining, but we know little about the possibilities dictated by state laws. Therefore, this article describes the possibilities and variations for collective bargaining by state and for different charter types (e.g., conversion vs. newly created charters), as well as laws that have the potential to improve teacher satisfaction in charter schools. Ideally, state laws and the collective bargaining process should provide the appropriate balance between flexibility for charter school leaders, teacher voice, and protections for teachers. 相似文献
3.
Strategic pay reform: A student outcomes-based evaluation of Denver's ProComp teacher pay initiative
Denver Public Schools utilizes one of the nation's highest profile alternative teacher compensation systems, and a key element of Denver's Professional Compensation System for Teachers (ProComp) is pay for performance. This study analyzes the student achievement implications of ProComp utilizing matched student- and teacher-level data from 2003 to 2010. We find that student achievement increased during the years ProComp was implemented, but that these gains were observed for students taught by teachers enrolled in ProComp's alternative compensation system as well as non-participating teachers. While the findings are not consistent across grades and subjects, there is some evidence that teachers voluntarily opting into ProComp are more effective than those who do not volunteer. Finally, some ProComp bonuses were well targeted towards value-added measures of teacher effectiveness while others were not. 相似文献
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Over the last decade many districts implemented performance pay incentives to reward teachers for improving student achievement. Economic theory suggests that these programs could alter teacher work effort, cooperation, and retention. Because teachers can choose to work in a performance pay district that has characteristics correlated with teacher behavior, I use the distance between a teacher's undergraduate institution and the nearest performance pay district as an instrumental variable. Using data from the 2003 and 2007 waves of the Schools and Staffing Survey, I find that teachers respond to performance pay incentives by working fewer hours per week. Performance pay also decreases participation in unpaid cooperative school activities, while there is suggestive evidence that teacher turnover decreases. The treatment effects are heterogeneous; male teachers respond more positively than female teachers. In Florida, which restricts state performance pay funding to individual teachers, I find that work effort and teacher turnover increase. 相似文献
6.
We explore how teachers unions affect education production by comparing outcomes between districts allocating new tax revenue amidst collective bargaining negotiations and districts allocating tax revenue well before. Districts facing union pressure increase teacher salaries and benefits, spend down reserves, and experience no student achievement gains. Conversely, districts facing less pressure hire more teachers (instead of increasing compensation) and realize significant student achievement gains. We interpret these results as causal evidence of the negative impact of teacher rent seeking on education production, as the timing of district tax elections relative to collective bargaining appears to be as good as random. 相似文献
7.
Previous research has established the returns to academic ability in the general labor market, and this paper investigates such returns in the teacher labor market. Using a nationally representative sample of public school teachers, I find that teachers who graduate from the most selective undergraduate institutions have salaries that are between 7% and 14% higher than those who graduate from the least selective colleges. An empirical investigation of the source of these returns reveals that the majority of this difference is due to high-ability teachers sorting into higher paying districts, though a non-trivial amount arises from within-district deviations from the salary schedule. 相似文献
8.
The share of female teachers in the U.S. with an MA more than doubled between 1970 and 2000. This increase is puzzling, as it is much larger than that of other college-educated women, and it occurred over a period of declining teacher aptitude. I estimate the contribution of changes in teacher demographic characteristics, increases in the returns to an MA, and changes in teacher certification requirements to increases in teacher MA attainment rates. I find that the majority of the rise in attainment not attributable to secular trends and increases in the average age of teachers can be explained by increases in the returns to an MA among teachers. The increase in MA returns among teachers presents a second puzzle, as there is little evidence that master's degrees increase teacher productivity. 相似文献
9.
Michael R. Ford 《Journal of School Choice》2015,9(4):529-550
The popular narrative of Wisconsin’s collective bargaining battle started out being about money. Should public employees pay more toward their healthcare? Can school districts offset state aid cuts using the additional revenue from employee healthcare contributions? Does collective bargaining have a cost? This article gives an overview of Wisconsin school boards, explains exactly how Act 10 increased their power, demonstrates why and how improved school board governance can have an impact on student achievement, reviews the changes Wisconsin school boards are making because of Act 10, and provides policy recommendations to improve both board governance behaviors, and the quality of policies enacted by school boards in the postcollective bargaining era. 相似文献
10.
Jewell Gould 《Journal of Personnel Evaluation in Education》1999,12(4):395-407
The text of this commentary was adapted from a speech given to the North American Education Negotiators. In it, Gould examines some perspectives of one of the nation's two largest teacher organizations, the American Federation of Teachers, on educational reform, teacher quality, and compensation. He argues that collective bargaining serves as an important tool for structuring the educational system. The potential for educational change is one of the reasons why we should examine the potential benefits of pursuing improvements through the bargaining process. 相似文献
11.
Wenshu GaoRussell Smyth 《Economics of Education Review》2011,30(2):342-352
This article uses data from the China Urban Labour Survey administered across 12 cities in 2005 to estimate the economic returns to speaking standard Mandarin among internal migrants in China's urban labour market. The article builds on studies that estimate the economic returns to international immigrants of being fluent in the major language of the destination country and studies that estimate the economic returns to proficiency in the national language among groups of people who speak a minority language. Importantly, we control for potential endogeneity bias in the estimates of the effect of language fluency on earnings. We find that for migrants as a whole, there are considerable economic returns to speaking standard Mandarin. We also find gender differences. While the coefficient on fluency in standard Mandarin is statistically significant and large for females, the coefficient on fluency is statistically insignificant for males. One possible explanation for this finding is that female migrant workers are engaged more in occupations which have greater contact with urban locals and hence the return to investment in language skills is higher. 相似文献
12.
Robert M. Costrell 《Journal of School Choice》2015,9(4):578-603
District costs for teachers’ health insurance are, on average, higher then employer costs for private-sector professionals. How much of this is attributable to collective bargaining? This article examines the question using data from the National Compensation Survey (NCS) of the Bureau of Labor Statistics (BLS) and the state of Wisconsin. In addition, the impact of collective bargaining on employer costs is decomposed into the impact on total premiums and the employer’s share of those premiums. 相似文献
13.
R. Penner 《Interchange》1978,9(3):71-86
Conclusion The Kemerer-Baldridge study acknowledges that in the U.S. faculty unions have negotiated procedural protection in tenure and promotions, less arbitrariness in administrative decisions, more job security, and greater economic security in general. The authors also point out that these negotiated advantages accrue to non-unit faculty as well. In my view those conclusions apply with equal force in Canada.As noted in the introduction to this section, we still lack sufficient data to do more than generalize from impressionistic accounts. Nevertheless I feel safe in saying that, in a very short period of time, collective bargaining has enhanced true professionalism and real collegiality on Canadian campuses by moving Canadian academics from their knees (suitable no doubt for supplication) to their feet; by giving them legally enforceable job security without which the notion of academic freedom had too hollow a ring; by giving them a real and not a mythical voice in university governance; and by doing all of this and more without creating excessive bureaucracies, industrial models, unconscionable power blocks, or strangulation by legalistic formality. In the course of doing so, Canadian faculty engaged in collective bargaining have developed innovative approaches in a number of key areas, approaches which may yet have significant impact in both public and private sector bargaining. Certainly, faculty collective bargaining has gone a long way in developing a model for professional unionism in Canada. 相似文献
14.
澳大利亚集体谈判具有受劳动者强烈支持、集体劳动关系与个人劳动关系相区分、政府密切监管的特征。我国集体协商制度与其相比,存在着制度推广的时间接近、都强调政府作用、工会职能都受到限制的共同点,同时也存在制度推广的方式不同、集体合同质量要求不同、集体劳动关系对集体合同依赖程度不同的区别。借鉴澳大利亚集体谈判制度,具体可从规范政府角色定住、适当提高集体合同的审核标准、以集体合同维系集体劳动关系几个方面进行,从而完善我国集体协商制度。 相似文献
15.
Ludger Woessmann 《Economics of Education Review》2011,30(3):404-418
The general-equilibrium effects of performance-related teacher pay include long-term incentive and teacher-sorting mechanisms that usually elude experimental studies but are captured in cross-country comparisons. Combining country-level performance-pay measures with rich PISA-2003 international achievement micro data, this paper estimates student-level international education production functions. The use of teacher salary adjustments for outstanding performance is significantly associated with math, science, and reading achievement across countries. Scores in countries with performance-related pay are about one quarter standard deviations higher. Results avoid bias from within-country selection and are robust to continental fixed effects and to controlling for non-performance-based forms of teacher salary adjustments. 相似文献
16.
Using statewide data from Florida, we analyze the impact of both pre-service and in-service training on the ability of teachers to promote academic achievement among students with disabilities. We find students with disabilities whose teacher is certified in special education have greater achievement in both math and reading than similar students whose teacher is not special-education certified. However, students without disabilities experience slightly lower achievement when taught by a special-education certified teacher. In-service professional development has no effect on the value-added of teachers in special education courses, but non-disabled students whose regular education teachers received special education training exhibit modestly higher achievement. Similarly, the gain in effectiveness associated with teacher experience is greater for teachers of regular education courses than for teachers of special education courses. Teachers with advanced degrees are more effective in boosting the math achievement of students with disabilities than are those with only a baccalaureate degree. 相似文献
17.
In this article we examine the economic case for merit or performance-based pay for K–12 teachers. We review several areas of germane research. The direct evaluation literature on these incentive plans is slender; highly diverse in terms of methodology, targeted populations, and programs evaluated; and primarily focused on short-run motivational effects. It is nonetheless fairly consistent in finding positive program effects. The general personnel literature highlights potentially significant selection effects of employee compensation systems. This is particularly relevant for teaching, because a growing body of production function research points to large, persistent, but idiosyncratic differences in teacher productivity. Thus, along with motivation effects, there is potential for substantial positive long run selection effects from teacher performance pay systems. The evaluation literature is not sufficiently robust to prescribe how systems should be designed (e.g., optimal size of bonuses, mix of individual vs. group incentives). However, it is sufficiently positive to support much more extensive field trials, pilot programs, and policy experiments, combined with careful follow-up evaluation. 相似文献
18.
《Economics of Education Review》1995,14(2):167-178
This paper examines teachers' union activity in large school districts in the eleven states without collective bargaining legislation. A supply and demand model of municipal labor markets was used to specify reduced form wage, employment, and expenditure equations. These equations were then estimated using ordinary least squares regression analysis to determine the impact of teachers' collective bargaining. The presence of a collective bargaining agreement had a statistically significant effect on wages and district expenditures. Average teachers' sa;ary in districts with collective bargaining agreement was 9.5% higher than average salary in districts without collective bargaining agreements. Similarly, average school district expenditure was 15.6% higher in districts with collective bargaining agreements. 相似文献
19.
Bradley D. Marianno 《Journal of School Choice》2015,9(4):551-577
Between 2011 and 2013 lawmakers in every state proposed, and often enacted, laws intended to impact codified state provisions related to teachers and teachers’ unions (author calculation). These new laws either worked against union interests (e.g., by prohibiting collective bargaining) or they aligned with union positions (e.g. by providing enhanced compensation benefits to teachers). In recent years scholars have paid more attention to the impact of teachers’ unions and collective bargaining. Few researchers have made an effort to understand state-level attempts to legislatively modify traditional union-protected rights. This paper is the first to explore these changes in detail. Using a self-collected dataset, I track the proposal and enactment of legislation related to teachers’ unions and their collective bargaining agreements in state legislatures between 2011 and 2013. I find that while large-scale attacks on public sector bargaining rights dwindled after 2011, smaller, more focused legislative proposals concerning the rights of teachers continued. Lawmakers succeeded in removing several job protections for teachers in ways that left both teachers and unions more vulnerable to the actions of school and district administrators. However, contrary to the popular media narrative, teachers actually made legislative gains, particularly in the area of compensation and benefits following 2011. 相似文献
20.
Jay G. Chambers 《Economics of Education Review》1981,1(4):467-481
Among labor economists there is a long-standing interest in the effects of collective bargaining in the public sector. Among industrial relations experts interest exists in the impact that differences in the legal status of public bargaining have on the outcomes of the bargaining process. It is the purpose of this article to shed some light on both questions by estimating the impact of collective bargaining on the earnings of public school teachers in the state of Missouri and then comparing the results with those obtained in the previous study for the state of California. The results reveal the same basic patterns and magnitudes of bargaining effects in the two states despite the differences in the legal status of bargaining. 相似文献