Teacher Compensation and Student Performance: Evidence from National Data on Districts' Finances and Standardized Test Scores

Autor/in	Han, Eunice S.
Titel	Teacher Compensation and Student Performance: Evidence from National Data on Districts' Finances and Standardized Test Scores
Quelle	In: Journal of Education Finance, (2021) 2, S.47 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Quantitative Daten; Teacher Salaries; Compensation (Remuneration); Academic Achievement; Educational Finance; Standardized Tests; Scores; Educational Policy; Outcomes of Education; Teacher Effectiveness; School Districts; Expenditures + Suchen Sie Ihr Suchwort? Lehrerbesoldung; Lehrervergütung; Abfindung; Kompensation; Lohnausgleich; Schulleistung; Bildungsfonds; Standadised tests; Standardisierter Test; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School district; Schulbezirk; Ausgaben
Abstract	The quality of the teaching force in our public schools has received great attention as one of the approaches to improve student performance, as there exists ample evidence that teacher quality matters for student achievement (see McCaffrey et al., 2004 for a review on this literature). Rivkin, Hanushek, and Kain (2005) find large differences among public school teachers in their impact on student achievement and suggest that high-quality teaching can help offset disadvantages that students with low socioeconomic backgrounds face. In attracting and retaining high-quality teachers, higher teacher pay has been indicated as a potential educational policy. Yet, the lack of direct evidence of whether higher teacher pay improves educational outcomes has added to the ongoing debate, as literature finds that the linkage between teacher pay and teacher quality is ambiguous. This research makes several key contributions to literature. First, this study relies on national data to utilize the full breadth of variation of teacher compensation. Second, both salary and non-wage benefits expenditure are used to better capture the variation of teacher compensation of each district and to offer a comprehensive analysis on teacher pay. Third, district fixed effects are used to control for unobservable factors that may affect both teacher compensation and student outcomes to identify the causal relationship between the two variables. Finally, by disaggregating the results for various subgroups of students and districts, this study provides insights on educational inequality across these groups. (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01