Would higher salaries keep teachers in high-poverty schools?
Subtitle: evidence from a policy intervention in North Carolina
By: Charles Clotfelter ... [et al.].
Contributors: Clotfelter, Charles T.; National Bureau of Economic Research.
Series: NBER working paper series -- no. 12285.; Working paper series (National Bureau of Economic Research) -- working paper no. 12285.
Publisher: National Bureau of Economic Research
Published: 2006
Place of publication: Cambridge, Mass
Language: eng
Number of pages: 29
Subjects: Teacher turnover -- Mathematical models; Teachers -- Salaries, etc. -- Mathematical models; Incentive awards -- North Carolina; Poor children -- Education -- North Carolina; School improvement programs -- North Carolina
Description: "For a three-year time period beginning in 2001, North Carolina awarded an annual bonus of $1,800 to certified math, science and special education teachers working in high poverty or academically failing public secondary schools.  Using longitudinal data on teachers, we estimate hazard models that identify the impact of this differential pay by comparing turnover patterns before and after the program's implementation, across eligible and ineligible categories of teachers, and across eligible and barely-ineligible schools.  Results suggest that this bonus payment was sufficient to reduce mean turnover rates of the targeted teachers by 12%.  Experienced teachers exhibited the strongest response to the program.  Finally, the effect of the program may have been at least partly undermined by the state's failure to fully educate teachers regarding the eligibility criteria.  Our estimates most likely underpredict the potential outcome of a program of permanent salary differentials operating under complete information"--National Bureau of Economic Research web site.
Notes: "June 2006."

Includes bibliographical references (p. 22-23).

Also available in PDF from the NBER world wide web site (www.nber.org).