Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools. Working Paper 31051

Autor/inn/en	Morgan, Andrew J.; Nguyen, Minh; Hanushek, Eric A.; Ost, Ben; Rivkin, Steven G.
Institution	National Bureau of Economic Research (NBER)
Titel	Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools. Working Paper 31051
Quelle	(2023) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Recruitment; Teacher Persistence; Public Schools; Poverty; Disadvantaged Schools; Teacher Salaries; Low Achievement; Intervention; Program Effectiveness; Teacher Competencies; Achievement Gains; Student Development; Texas (Dallas) + Suchen Sie Ihr Suchwort? Lehrerrekrutierung; Public school; Öffentliche Schule; Armut; Lehrerbesoldung; Lehrervergütung; Unterdurchschnittliche Leistung; Lehrkunst; Achievement gain; Leistungssteigerung
Abstract	Efforts to attract and retain effective educators in high poverty public schools have had limited success. Dallas ISD addressed this challenge by using information produced by its evaluation and compensation reforms as the basis for effectiveness-adjusted payments that provided large compensating differentials to attract and retain effective teachers in its lowest achievement schools. The Accelerating Campus Excellence (ACE) program offers salary supplements to educators with records of high performance who are willing to work in the most educationally disadvantaged schools. We document that ACE resulted in immediate and sustained increases in student achievement, providing strong evidence that the multi-measure evaluation system identifies effective educators who foster the development of cognitive skills. The improvements at ACE schools were dramatic, bringing average achievement in the previously lowest performing schools close to the district average. When ACE stipends are largely eliminated, a substantial fraction of highly effective teachers leaves, and test scores fall. This highlights the central importance of the performance-based incentives to attract and retain effective educators in previously low-achievement schools. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01