The impact of collective bargaining for teachers on resource allocation in public school districts

Chambers, Jay G.

doi:10.1016/0094-1190(77)90015-8

Cited by 41 publications

(15 citation statements)

References 10 publications

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“…If areas differ by prices or amenities or if labor markets are geographically confined, salaries must be considered in comparison to the relevant group of competing districts. This point, made by Chambers (1977) and , provides information on the specification of the wage and compensation comparisons. Important elements of the overall market factors are also highlighted in Flyer and Rosen (1997) and Boardman, Darling-Hammond, and Mullin (1982).…”

Section: Alternative Earnings Opportunities and Amenities(o J A J )mentioning

confidence: 99%

Why Public Schools Lose Teachers

Hanushek¹,

Καιν²,

Rivkin³

2004

The Journal of Human Resources

697

402

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Many school districts experience difficulties attracting and retaining teachers, and the impending retirement of a substantial fraction of public school teachers raises the specter of severe shortages in some public schools. Schools in urban areas serving economically disadvantaged and minority students appear particularly vulnerable. This paper investigates those factors that affect the probabilities that teachers switch schools or exit the public schools entirely. The results indicate that teacher mobility is much more strongly related to characteristics of the students, particularly race and achievement, than to salary, although salary exerts a modest impact once compensating differentials are taken into account.

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Section: Alternative Earnings Opportunities and Amenities(o J A J )mentioning

confidence: 99%

Why Public Schools Lose Teachers

Hanushek¹,

Καιν²,

Rivkin³

2004

The Journal of Human Resources

697

402

View full text Add to dashboard Cite

show abstract

“…If areas differ by prices or amenities or if labor markets are geographically confined, the salaries must be considered in comparison to the relevant set. This point, made by Chambers (1977) and , provides information on the -9-specification of the wage and compensation comparisons. Important elements of the overall market factors are also highlighted in Flyer and Rosen (1997) and Boardman, Darling-Hammond, and Mullin (1982).…”

Section: Alternative Earnings Opportunities and Amenities(o J A J )mentioning

confidence: 99%

Do Higher Salaries Buy Better Teachers?

Hanushek¹,

Καιν²,

Rivkin³

1999

166

135

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1 Loeb and Page (1998) emphasize the difficulty of identifying salary effects, and argue that methodological problems lead to inconsistent estimates of the relationship between quality and pay. On the other side, Ballou and Podgursky (1997) provide evidence that school administrators do not hire the best teaching candidates, thereby weakening the link between quality and pay. Do higher salaries raise the quality of teaching? Many influential reports and proposals advocate substantial salary increases as a means of attracting and retaining more talented teachers in the public schools and of encouraging harder work by current teachers. Salary policies have also been cited as important for offsetting changes in demands outside of schools and for dealing with the potentially unattractive working conditions often identified in central city schools.The empirical evidence on the link between teacher quality and pay is, however, decidedly mixedraising doubts that there is a strong relationship between the two. Direct analyses of student achievement, for example, provide limited evidence of any systematic relationship. Two explanations have emerged in response to this evidence. On the one hand, some argue that the true relationship between teacher quality and salaries is quite strong, but methodological and data problems have impeded the identification of salary effects. Others take a less sanguine position, arguing that the evidence captures accurately the weak performance incentives in the public schools that lead administrators to make hiring and retention decisions that are not strongly linked with teacher quality. 1 The evidence is quite strong on one point: teacher quality is an important determinant of achievement (e.g., Rivkin, Hanushek, and Kain 1998).There are four main methodological problems that impede the estimation of the true relationship between teacher quality and salaries. Perhaps the most important is the difficulty of measuring teacher quality, because both direct measures of teacher characteristics and indirect measures based on student performance have proved problematic. Secondly, understanding the effects of salary policies requires distinguishing between shifts in salary schedules and movements along a given schedule (with, for example, increases in teacher experience), but this has proved generally difficult to do in past empirical work.

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“…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%

Publicly Provided Education

Hanushek

2002

183

171

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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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The impact of collective bargaining for teachers on resource allocation in public school districts

Cited by 41 publications

References 10 publications

Why Public Schools Lose Teachers

Why Public Schools Lose Teachers

Do Higher Salaries Buy Better Teachers?

Publicly Provided Education

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