Teacher Wage Penalty and Decrease in Teacher Quality: Evidence from Career-Changers

2020 ◽  
pp. 0160449X2092908
Author(s):  
Eunice S. Han
Keyword(s):  
Teacher Quality ◽  
Negative Selection ◽  
College Graduates ◽  
Teacher Pay ◽  
Public School Teachers ◽  
School Teachers ◽  
Wage Penalty ◽  
Career Changes ◽  
Before And After ◽  
Quality Evidence

This paper examines the relation between teacher pay and teacher quality through the career dynamics of teachers and non-teachers. I find that public school teachers earn considerably less than their comparable college graduates in the non-teaching sector. By tracking wage differentials before and after career changes, I find evidence of positive selection, in which high-paid teachers are more likely to move to non-teaching occupations, and of negative selection, in which low-paid non-teachers tend to move to the teaching sector. These selection patterns, which ultimately contribute to a decrease in teacher quality, are more significant in union-unfriendly states.

scholarly journals Empirical analyses on the effects of economic incentives on teacher retention and teacher quality

2019 ◽  
Author(s):  
◽  
Xiqian Wang
Keyword(s):  
Public School ◽  
Teacher Quality ◽  
Structural Model ◽  
Economic Incentives ◽  
Early Career ◽  
Public School Teachers ◽  
School Teachers ◽  
Quality Teachers ◽  
High Quality ◽  
Long Run

This study conducts empirical analysis on the effects of economic incentives on retaining teachers, both in the late-career and early-career, and improving teacher quality in public schools. The first chapter analyzes whether a large pension enhancement helps to retain late-career teachers in an urban district, St. Louis City in Missouri. Many states enhanced pension benefits of public school teachers during the 1990s. St. Louis followed this trend with a major benefit enhancement in 1999. Descriptive analysis of administrative panel data and simple regression analysis suggest that senior teachers were highly responsive: teaching careers were shortened, and the likelihood of retirement increased. To gain further insight into the long run effect of the plan changes, and the differential effects of various components of the change, I estimate a dynamic structural model, which provides good in-sample and out-of-sample fit. Simulations of retirement behavior based on the estimated model under different pension rules imply a large long-run reduction in the labor supply of senior teachers. The expected years of additional teaching for the current cohort of senior teachers would be increased by nearly 27 percent if they were operating under the pre-enhancement pension rules. The second chapter analyzes late-career teacher turnover induced by pension incentives. Using longitudinal data with performance measures for Tennessee public school teachers, we find higher quality teachers are less likely to retire conditional on age and experience. To quantify the effects of pension incentives, we estimate a structural model for retirement and find that high quality teachers have a lower disutility for teaching relative to retirement. We use the structural estimates to simulate the effect of changes in retirement incentives. Enhancements to traditional plans accelerate teacher retirement, whereas targeted retention bonuses delay retirement and retain high quality teachers at a relatively modest cost. The third chapter focuses on the joint dynamics of attrition behaviors and teaching effectiveness of early-career teachers. Using data from a comprehensive evaluation system in Tennessee, I analyze the factors of attrition, the dynamics of teacher quality, and the retention policies for retaining high-quality teachers. The data suggest teacher attrition is negatively correlated with teacher quality. A sequential probit model of binary attrition and binary rating produces good fits for both survival rate and quality distribution. The model shows the quality of novice teachers increases in experience, salary and education level. Increase in salaries of novice teacher could reduce attrition and improve quality.

scholarly journals The Labor Market for Teachers under Different Pay Schemes

2021 ◽  
Vol 13 (3) ◽  
pp. 63-102
Author(s):  
Barbara Biasi
Keyword(s):  
Student Achievement ◽  
Labor Market ◽  
School Districts ◽  
Collective Bargaining ◽  
Teacher Pay ◽  
Public School Teachers ◽  
School Teachers ◽  
Quality Teachers ◽  
High Quality ◽  
Flexible Compensation

Compensation of most US public school teachers is rigid and solely based on seniority. This paper studies the effects of a reform that gave school districts in Wisconsin full autonomy to redesign teacher pay schemes. Following the reform some districts switched to flexible compensation. Using the expiration of preexisting collective bargaining agreements as a source of exogenous variation in the timing of changes in pay, I show that the introduction of flexible pay raised salaries of high-quality teachers, increased teacher quality (due to the arrival of high-quality teachers from other districts and increased effort), and improved student achievement. (JEL J31, J45, J52, H75, I21)

Perfil dos Professores de Ensino Fundamental sobre Dificuldade Visual/ Profile of Elementary School Teachers about Visual Impairment.

1970 ◽  
Vol 3 (2) ◽  
pp. 25-33
Author(s):  
Mariana Garcia Lopes Arena ◽  
Priscila Silva De Araújo ◽  
Thaíssa Santos de Carvalho Ottoboni ◽  
Clarissa Santos de Carvalho Ribeiro
Keyword(s):  
Visual Impairment ◽  
Elementary School Teachers ◽  
School Health ◽  
Teaching Experience ◽  
Signs And Symptoms ◽  
First Grade ◽  
Public School Teachers ◽  
School Teachers ◽  
Eye Health ◽  
The City

Objetivos: Verificar os conhecimentos e ações desenvolvidas por professores que atuam com alunos do ensino fundamental em relação aos sinais e sintomas indicativos de dificuldades visuais, analisando suas condutas diante do problema. Materiais e métodos: Realizou-se levantamento entre professores da primeira série do ensino fundamental de escolas públicas, estaduais e municipais, do município de Itajubá - MG, no ano letivo de 2013. Foi utilizado questionário autoaplicável como instrumento de coleta de dados. Resultados e discussão: Todos os 21 professores de escolas públicas responderam o questionário. A média de idade foi de 40,9 anos e a média de magistério, de 20,3 anos. Quanto à formação profissional, a maioria não apresenta capacitação na área (90,5%). Em relação aos sinais e sintomas de dificuldade visual, os mais indicados foram dificuldade para ler na lousa (100%), dor de cabeça (95,2%), franzir a testa (90,5%) e aproximação exagerada de objetos e livros (90,5%). Dentre os professores, 80,9% indicaram ter tido algum aluno com dificuldade visual no último ano, enquanto 19,1% não suspeitaram. Entre os professores que indicaram ter algum aluno com dificuldade visual, 88,2% tiveram como conduta orientar os pais, 70,6% orientou procurar um oftalmologista, 58,8% orientaram a direção e somente 23,5%, orientaram o aluno. Conclusão: Apesar dos professores apresentarem algum conhecimento sobre a saúde ocular, estes ainda são insuficientes e suas ações são incompletas.  Palavras-chave: Promoção de saúde; acuidade visual; saúde escolar.    ABSTRACT Objectives: The study aims to determine the knowledge and actions developed by teachers working with elementary students for signs and symptoms which may show visual difficulties, analyzing the behaviors of teachers on the issue. Methods: We conducted a survey among first grade teachers of public state and city schools, in the city of Itajubá - MG, in the year of 2013. Self-administered questionnaire was used as an instrument for data collection. Results and discussion: All the 21 public school teachers answered the questionnaire. The average age of teachers was 40.9, whereas the average was teaching experience was 20.3 years. As for training the majority has no training in the area (90.5%). Regarding the signs and symptoms of visual impairment, the nominees were: more difficulty reading the blackboard (100%), headache (95.2%), frown (90.5%) and too close to objects and books (90.5%). Among the teachers 80.9% of them indicated that they had some students with visual impairment last year, while 19.1% did not suspect. The conduct showed that among teachers who reported having a student with visual impairment, 88.2% oriented parents, 70.6% seek guidance ophthalmologist, 58.8% oriented direction and only 23.5% have guided the student. Conclusion: Although teachers present some knowledge about eye health, it is still insufficient and their actions are incomplete.  Keywords: Promoting health, visual accuracy, school health.

Indiscipline at Public School: Teachers’ Conceptions on Causes and Intervention

2016 ◽  
Vol 3 (25311) ◽  
pp. 1-10 ◽  
Author(s):  
Algeless Milka Pereira Meireles Silva ◽  
Fauston Negreiros ◽  
Ronaldo Matos Albano
Keyword(s):  
Public School ◽  
Public School Teachers ◽  
School Teachers

scholarly journals Delaying sexual onset: outcome of a comprehensive sexuality education initiative for adolescents in public schools

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Dolores Ramírez-Villalobos ◽  
Eric Alejandro Monterubio-Flores ◽  
Tonatiuh Tomás Gonzalez-Vazquez ◽  
Juan Francisco Molina-Rodríguez ◽  
Ma. Guadalupe Ruelas-González ◽  
...  
Keyword(s):  
Public Schools ◽  
Sexuality Education ◽  
Sexual Debut ◽  
Unplanned Pregnancy ◽  
Equation Model ◽  
Unprotected Sex ◽  
School Teachers ◽  
Sexually Transmitted ◽  
Before And After ◽  
Innovative Techniques

Abstract Background A common risk behavior in adolescence is the early initiation of unprotected sex that exposes adolescents to an unplanned pregnancy or sexually transmitted infections. Schools are an ideal place to strengthen adolescents’ sexual knowledge and modify their behavior, guiding them to exercise responsible sexuality. The purpose of this article was to evaluate the knowledge of public secondary school teachers who received training in comprehensive education in sexuality (CES) and estimate the counseling’s effect on students’ sexual behavior. Methods Seventy-five public school teachers were trained in participatory and innovative techniques for CES. The change in teacher knowledge (n = 75) was assessed before and after the training using t-tests, Wilcoxon ranks tests and a Generalized Estimate Equation model. The students’ sexual and reproductive behavior was evaluated in intervention (n = 650) and comparison schools (n = 555). We fit a logistic regression model using the students’ sexual debut as a dependent variable. Results Teachers increased their knowledge of sexuality after training from 5.3 to 6.1 (p < 0.01). 83.3% of students in the intervention school reported using a contraceptive method in their last sexual relation, while 58.3% did so in the comparison schools. The students in comparison schools were 4.7 (p < 0.01) times more likely to start sexual initiation than students in the intervention schools. Conclusion Training in CES improved teachers’ knowledge about sexual and reproductive health. Students who received counseling from teachers who were trained in participatory and innovative techniques for CES used more contraceptive protection and delayed sexual debut.

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