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1.
Local school districts differ in their ability to pay for teacher quality, and in the amenities they offer as places to live and work. Market clearing with heterogeneous quality yields geographically varying teacher salary levels that confound scarcity with unobserved differences in quality. The paper discusses identification and estimation of a model of quality-adjusted teacher salaries in local markets with unobserved market-clearing prices. Exogenous variables in the model include community and district characteristics, job characteristics and working conditions, and individual characteristics. We apply the model to estimate the relative cost of providing comparably qualified teachers for urban and rural public schools in the state of Alaska, which has high geographic variation in amenities and local financial resources. The quality-adjusted geographic salary differentials implied by the results suggest much larger compensation differentials for isolated rural schools than most of these school districts can afford under current levels of state support. 相似文献
2.
This paper considers how the structures of teacher salaries in public school districts have changed over the last quarter century and whether salary increases have been allocated so as to achieve the greatest gain in educational quality. Using New York state data for the 1970–1994 period, we find that even though some districts appear to behave in ways consistent with the often expressed goal of recruiting and retaining the most able college graduates, most districts do not. The vast majority of districts have inefficiently allocated a disproportionately large share of resources to veteran teachers for whom job tenure is only marginally affected. This finding has important implications for the policy debate regarding whether increased spending on education will, or could, improve educational performance as well as the design of alternative compensation schemes. 相似文献
3.
Using panel data on the salary schedules of public school teachers and administrators, I look for evidence of a tournament wage structure. A tournament model is presented, where teachers compete for promotion to administrators. Districts can create incentives for teachers by offering either a higher pay premium for promotion or a larger probability of promotion. The model predicts an inverse relationship between these two values. Evidence supporting this prediction is found in the data. In contrast, an alternative model of incentive pay, where returns to seniority substitute for imperfect monitoring, is not supported empirically. This result is consistent with intuition that tenure protections make it hard for districts to fire shirking teachers, making returns to seniority a poor method of providing incentives. 相似文献
4.
This study examines the impact that collective bargaining has on multiple dimensions of teacher compensation, including average and starting salaries, early and late returns to experience, returns to graduate degrees, and the incidence of different pay for performance schemes. Using data from the School and Staffing Survey (SASS) and a more recent data set, the Teacher Rules, Roles and Rights (TR3), we find that collective bargaining has a significant impact on all aspects of current, qualification-specific salary schedules. Further, we find some evidence that bargaining impacts the design of performance pay plans. Specifically, unions tend to encourage teacher bonuses that are based on additional qualifications or duties, but discourage bonuses that directly reward improved student test scores. 相似文献
5.
Matthew M. Chingos 《Economics of Education Review》2011,30(3):419-433
We use a unique administrative database from the state of Florida to provide the first evidence that promotion and other job reassignments within school districts are systematically related to differences in teacher effectiveness in raising student achievement. We follow the career paths of a cohort of almost 25,000 classroom teachers during the 2001-2002 school year for seven subsequent years. Our results confirm that effective teachers are more likely to become assistant principals or principals and less likely to be reassigned to a low-stakes teaching position. The tendency of highly effective teachers to continue teaching in high-stakes grades and subjects is strongest in schools receiving low ratings from the state's school accountability system. Teachers entering the principal track experience a large increase in annual earnings, but the share of teachers promoted in this way is small enough that future compensation remains largely unrelated to effectiveness for teachers as a whole. 相似文献
6.
四川省义务教育学校绩效工资制度自2009年1月实施以来,取得了较大的成效,但仍然存在着一些问题,激励效果欠佳。义务教育学校教师工作积极性是否提高与教师所在城市、职务、职称、教龄不相关,与教师所在区域、工资收入、绩效考核办法是否存在问题、奖励性绩效工资分配方案的满意度、奖励性绩效工资分配的公平感、奖励性绩效工资的满意度、工作快乐度、学校领导与普通教师奖励性绩效工资的差距大小等因素紧密相关。主要原因在于城乡存在区域差距、奖励性绩效工资的效价较低、外在奖励挤出内在动机、绩效考核办法与绩效工资分配方案凸显形式主义以及两种去激励的分配方式并存。 相似文献
7.
本文从管理学和政策学的视角,探讨了公立学校教师薪酬改革的问题.文章在回溯了教师薪酬制度历史沿革的基础上,分析了当前教师薪酬体制的结构及其对个人和组织层面的消极后果.作者认为,绩效工资改革是增强学校效能、促进学生成绩提高的有效途径;改革的未来取决于一系列多变因素之间的复杂互动,而系统的整合与协调是确保绩效工资计划有效并持久推进的关键. 相似文献
8.
Confrontation and Cooperation: The Complicated Relationship Between Homeschoolers and Public Schools 总被引：1，自引：1，他引：0
Donna M. Johnson 《Peabody Journal of Education》2013,88(3):298-308
Throughout the modern homeschool movement that emerged in the 1960s and 1970s, homeschooling families have clashed with public institutions. Early homeschoolers joined together to win favorable legislative and judicial outcomes that resulted in the legalization of homeschooling in all 50 states by the early 1990s. Homeschoolers continue to face opposition from professional educators and the organizations that advocate for them. But although some interactions between homeschoolers and public schools are confrontational, in other cases, public school districts offer a variety of resources and opportunities to home educators. Some homeschoolers accept public school offerings through charter or online schools that allow children to remain at home while completing public school curricula. Others have gained the right to access public school extracurricular programs including high school sports. Not all homeschoolers agree on the merit of participating in programs offered by public schools. It is likely that instances of both cooperation and confrontation will continue. 相似文献
9.
本文从管理学和政策学的视角,探讨了公立学校教师薪酬改革的问题.文章在回溯了教师薪酬制度历史沿革的基础上,分析了当前教师薪酬体制的结构及其对个人和组织层面的消极后果.作者认为,绩效工资改革是增强学校效能、促进学生成绩提高的有效途径;改革的未来取决于一系列多变因素之间的复杂互动,而系统的整合与协调是确保绩效工资计划有效并持久推进的关键. 相似文献
10.
本文对美、英、澳三国教师绩效工资改革的背景,教师绩效工资制度对办学质量的双重影响进行了分析和探讨。认为教师绩效工资制度实施对办学质量产生了一些积极影响:促进教师队伍建设、提升学生学业成就、提高学校管理水平、使学校获得了更多的外部支持。但同时也带来了一些消极影响:绩效工资对教师激励的有限性、应试教育之风重新盛行、学校变得行政化和官僚化。本文指出,当前我国在义务教育学校教师绩效工资改革中应对目标群体进行科学、合理、公正的绩效评价,建立有效的监督机制,并采取多种激励方式相结合。 相似文献
11.
Estimating scale economies and the optimal size of school districts: A flexible form approach 
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下载免费PDF全文 This paper investigates estimation methods to model the relationship between school district size, costs per student and the organisation of school districts. We show that the assumptions on the functional form strongly affect the estimated scale economies and offer two possible solutions to allow for more flexibility in the estimation method. First, we introduce a model by adding higher‐degree district size polynomials, allowing for multiple optima. Second, we develop a Fourier cost function, innovative in the literature on scale economies in education. We then compare both models to classical approaches in the literature. We illustrate how a minor change in the estimation method can alter policy conclusions significantly using Flemish school district data. In doing so, we find sizeable potential cost savings from the consolidation of school districts, especially at the lower tail of the district–size distribution. The organisational transition from small to large school districts is characterised by an interval between two optima. Beyond an apparent slowdown in cost savings in medium‐sized school districts, cost savings from school district consolidation increase again, up to the optimal size of around 6,500 students. Beyond this optimum, school districts incur diseconomies of scale. The commonly used quadratic form (‘U’‐shaped cost function) overestimates scale economies, and fails to identify the interval between both optima. 相似文献
12.
The presumed link between schooling and the economy has been a prime force in motivating educational reform proposals in many countries. Educators feel caught between expectations by many that schools will play a key role in labour market success for young people and the reality that their influence on labour market outcomes is relatively weak. Solving the problem is not possible, but neither is ignoring it. Schools face an intractable yet compelling problem.This paper looks at the way in which school districts in a Canadian province understand and try to respond to changes in the labour market and the nature of work. The paper is based on collaborative case studies of five school districts and surveys of school board members and chief superintendents. We conclude that people in school systems are aware in a general way of labour market changes, and see them as having negative implications for students. However the changing job situation seems to be an important but largely unanalyzed issue. There is relatively little discussion of school-work issues in schools and districts. Administrators and school board members rely on informal sources of information rather than gathering data about their own situation. Schools and districts are using various programmatic devices to address labour market needs, such as partnerships, work experience, or co-operative education, but all of these operate within the confines of a traditional model of schooling. None of the districts has a strategy for this issue or has made it a priority.We conclude with some suggestions for measures schools could reasonably take to respond more effectively to the impact of changes in work. 相似文献
13.
This paper examines the competitive effects of a unique school choice program implemented in the late 1990s, Wisconsin's open enrollment program, which allows families to send their children to schools outside their home district. In contrast to other school choice programs, districts not only face negative consequences from losing students and state funding, but they also stand to gain in the event of student emigration from other districts. The identification approach exploits differences in the number of schools in bordering districts, which affects inter-district ease-of-transfer. Estimates produce three main conclusions. First, districts that experience student out-migration produce higher standardized test scores in the subsequent year. Second, these effects are most evident among districts for which out-migration, expressed as a percentage of enrollment, falls in the upper quartile of all districts under consideration. Third, districts do not appear to respond to in-migration, indicating that districts place more emphasis on (and have more control over) preventing out-migration, as opposed to encouraging in-migration. These findings provide evidence that schools respond to competitive forces by improving quality. 相似文献
14.
朱舟 《合肥教育学院学报》2012,(4):107-110
绩效工资是企业吸引和激励员工的利器。绩效工资设计中存在四种常见风险：战略偏离风险、文化偏差风险、员工激励偏向风险和市场声誉风险。在深入解读这四种风险的产生原因和表现的基础上,提出了消除上述四种风险的管理对策建议。 相似文献
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16.
In some accountability regimes, teachers pay more attention to higher achieving students at the expense of lower achieving students. The overall goal of this study is to examine, in this type of accountability regime, the impacts of a pay-for-percentile type scheme in which incentives exist for all students but which are larger for improving the achievement of lower achieving students. Analyzing data from a large-scale randomized experiment in rural China, we find that incentives improve average achievement by 0.10 SDs and the achievement of low-achieving students by 0.15 SDs. We find parallel changes in teacher behavior and curricular coverage. Taken together, the results demonstrate that incentive schemes can effectively address teacher neglect of low-achieving students. 相似文献
17.
This paper uses data on Ohio school districts to estimate the short and long term impact of different types of school expenditures on student outcomes. Our identification strategy employs a dynamic regression discontinuity design that relies upon the exogenous variation in public school funding created by marginally approved or failed local referenda to fund Ohio schools. We find that additional school expenditures on operating, minor capital, and major capital expenditure categories do not have a statistically significant effect on the student test scores of the average public school. Importantly, however, operating expenditures have a large and statistically significant impact on student performance in higher poverty school districts. We also examine possible channels (e.g., class size, attendance, discipline, and teachers’ compensation) through which each type of expenditure may affect outcomes, and we find that teachers’ compensation is the only channel that is affected by additional operating and minor capital expenditures. 相似文献
18.
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
19.
Allan C. Ornstein 《The Urban Review》1993,25(2):167-174
The author examines two opposing administrative/policy trends that have simultaneously influenced the size and shape of American school districts. First,consolidation of school districts has dramatically reduced the number of districts from 130,000 in 1930 to 15,500 in 1990. State officials have viewed this as cost-effective approach and a way of reducing overlapping services and expenses. Local school and community people have seen this trend as a means of undercutting their local identity and pride. Second,decentralization has usually taken place in an urban school setting and involves reducing the size of the school district by dividing it into smaller units. This trend reached its peak in 1980, when 91% of the school districts with 100,000 or more students (n=22) reported some form of decentralization. By the 1990s, both school trends had slowed down; nevertheless, 20 questions are delineated for school administrators and school board members to consider in the event they wish to consolidate or decentralize. 相似文献
20.
This article explores the implementation of various K–12 one-to-one computing initiatives to determine if patterns exist. These initiatives are funded in times of limited resources and constitute a serious investment in technology for the schools and districts adopting them. The goals of this study were to understand how and why one-to-one computing initiatives are being implemented, how these initiatives are funded and supported, and expectations or assumptions of stakeholders that are driving adoption of this type of technology. The results suggest that these school districts, and those like them, will face many challenges—some financial, some technical, and some procedural—as they work to integrate technology into instruction and assessment. Common themes or challenges identified from this work, and linked with previous research, include leadership and vision, funding, teacher professional development, and project evaluation. 相似文献