Teacher Mobility, School Segregation, and Pay-Based Policies to Level the Playing Field. Working Paper 44

Autor/inn/en	Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L.
Institution	Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Titel	Teacher Mobility, School Segregation, and Pay-Based Policies to Level the Playing Field. Working Paper 44
Quelle	(2010), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching (Occupation); Teacher Effectiveness; School Segregation; Salary Wage Differentials; Faculty Mobility; Minority Groups; Low Income Groups; Teacher Recruitment; Teacher Qualifications; Disadvantaged; Teacher Salaries; School Demography; Incentives; Teacher Persistence; Labor Market; Educational Policy; Educational Research; North Carolina + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ethnische Minderheit; Lehrerrekrutierung; Lehrqualifikation; Lehrerbesoldung; Lehrervergütung; Schulbesuchsrate; Anreiz; Labour market; Arbeitsmarkt; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung
Abstract	Research has consistently shown that teacher quality is distributed very unevenly among schools to the clear disadvantage of minority students and those from low-income families. Using information on teaching spells in North Carolina, the authors examine the potential for using salary differentials to overcome this pattern. They conclude that salary differentials are a far less effective tool for retaining teachers with strong pre-service qualifications than for retaining other teachers in schools with high proportions of minority students. Consequently, large salary differences would be needed to level the playing field when schools are segregated. This conclusion reflects the finding that teachers with stronger qualifications are both more responsive to the racial and socioeconomic mix of a school's students and less responsive to salary than are their less well qualified counterparts when making decisions about remaining in their current school, moving to another school or district, or leaving the teaching profession. Data Definitions is appended. (Contains 10 tables, 2 figures and 30 footnotes.) (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10