Teacher Pay and Teacher Quality

Ballou, Dale; Podgursky, Michael

doi:10.17848/9780585282961

Cited by 146 publications

(97 citation statements)

References 15 publications

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“…Merit or performance-based pay is commonplace. Ballou and Podgursky (1997) and Ballou (2001) report generally similar findings for private K-12 education. Even when private schools report that they use a salary schedule for teacher pay, payments "off schedule" seem commonplace.…”

Section: Institutional Framework: the Single Salary Schedulesupporting

confidence: 60%

Teacher Compensation and Collective Bargaining

Podgursky

2011

Handbook of the Economics of Education

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Section: Institutional Framework: the Single Salary Schedulesupporting

confidence: 60%

Teacher Compensation and Collective Bargaining

Podgursky

2011

Handbook of the Economics of Education

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“…Indeed, even closely related activities like business schools use substantial merit systems and find considerable success (Brickley and Zimmerman (2001)). Private nonsectarian schools appear to use merit pay more extensively than public schools (Ballou (2001)) and also rely more frequent judgments about teachers and to let go teachers who are not performing well (Ballou and Podgursky (1997)). …”

Section: Institutional Structure and Incentivesmentioning

confidence: 99%

“…It is possible to identify how effective different salaries are in attracting a pool of teachers without regard to their characteristics (Murnane et al (1991)). It is also possible to make some assessment about the relationship between salaries and specific characteristics of teachers (e.g., Hanushek and Pace (1995); Ballou (1996); Ballou and Podgursky (1997)) or labor markets (Toder (1972); Antos and Rosen (1975);Chambers (1977); Levinson (1988)). More generally, compensating differentials for teachers may lead to nominal salary differentials that are misleading in terms of individual decision making (e.g.…”

mentioning

confidence: 99%

“…See Chaikind, Danielson, and Brauen (1993)and Lankford and Wyckoff (1996). Other attempts to deal with local cost differences involve both choices of what costs are important and estimation of the their magnitude -but this again is difficult when based largely on the choices of districts which also involve varying preferences about teacher quality (Ballou and Podgursky (1997)). …”

mentioning

confidence: 99%

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Publicly Provided Education

Hanushek

2002

183

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Historically, most attention in public programs has been given to the resources devoted to the activity, and resources have been used to index both commitment and quality. Education differs from other areas of public expenditure because direct measures of outcomes are available, making it is possible to consider results and, by implication, to consider the efficiency of provision. Early interpretations of the evidence, emanating from popular interpretations of the Coleman Report that "schools do not make a difference," are incorrect, but the basic evidence behind the statement suggests serious performance problems of government supply, because purchased inputs to schools are not closely related to outcomes. This paper reviews that evidence along with providing an evaluation of the various controversial aspects including issues of causality, consumer behavior, and estimation approaches. Two detailed policy areas are discussed in terms of the evidence on performance: public versus private provision and the financing of schools.

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“…Existing evidence, while not definitive, suggests that schools are not very effective at choosing the best teachers among the pool of eligible applicants (Ballou (1996), Ballou andPodgursky (1997), Staiger and Rockoff (2010)). …”

mentioning

confidence: 99%

The Economic Value of Higher Teacher Quality

Hanushek¹

2010

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Most analyses of teacher quality end without any assessment of the economic value of altered teacher quality. This paper combines information about teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between teacher quality and student achievement. This provides the basis for consideration of the derived demand for teachers that comes from their impact on economic outcomes. Alternative valuation methods are based on the impact of increased achievement on individual earnings and on the impact of low teacher effectiveness on economic growth through aggregate achievement. A teacher one standard deviation above the mean effectiveness annually generates marginal gains of over $400,000 in present value of student future earnings with a class size of 20 and proportionately higher with larger class sizes. Alternatively, replacing the bottom 5-8 percent of teachers with average teachers could move the U.S. near the top of international math and science rankings with a present value of $100 trillion. It has become widely accepted that high quality teachers are the most important asset of schools, but this recognition has not led to any consensus on the appropriate policies that should be followed to ensure that we have a good stock of teachers. The policy proposals range quite broadly, although generally they call either for closer regulation of quality or for more use financial incentives with little in between these two poles. Remarkably, these policy deliberations seldom include even the most rudimentary economic analyses or evaluations. The focus of most educational policy research and of the majority of public discussions of school policy is simply whether or not some school input has a significant positive impact on student achievement and not what it might cost or the economic benefits it might produce.1 This paper focuses on the demand side of the teacher labor market in the United States and provides baseline estimates of the economic value of improving teacher quality.Much of the discussion about the potential demand for teachers is framed in terms of ensuring sufficient numbers of trained teachers. This, however, is not really the issue, because the U.S. has have for a long time trained considerably more teachers than the number of positions that annually become open in schools. For example, in 2000 86,000 recent graduates entered into teaching, even though 107,000 graduated with an education degree the year before (see Provasnik and Dorfman (2005), U.S. (2009)). 2 At the same time, many have noted shortages of teachers in particular 1 One notable exception is the long term emphasis by Henry Levin and his co-authors on comparing benefits and costs, although this has not developed much traction in policy debates. See, for example, Levin and McEwan (2001) and Belfield and Levin (2007). An early attempt at benefit-cost analysis in the case of class size reduction is found in Krueger (2002), following a conceptually similar...

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Teacher Pay and Teacher Quality

Cited by 146 publications

References 15 publications

Teacher Compensation and Collective Bargaining

Teacher Compensation and Collective Bargaining

Publicly Provided Education

The Economic Value of Higher Teacher Quality

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