Cross-Country Evidence on Teacher Performance Pay. Program on Education Policy and Governance Working Papers Series. PEPG 10-11 Paper prepared for the PEPG Conference "Merit Pay: Will It Work? Is It Politically Viable?" (Harvard Kennedy School, Cambridge, MA, Jun 3-4, 2010).

Autor/in	Woessmann, Ludger
Institution	Harvard University, Program on Education Policy and Governance
Titel	Cross-Country Evidence on Teacher Performance Pay. Program on Education Policy and Governance Working Papers Series. PEPG 10-11 Paper prepared for the PEPG Conference "Merit Pay: Will It Work? Is It Politically Viable?" (Harvard Kennedy School, Cambridge, MA, Jun 3-4, 2010).
Quelle	(2010), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Salaries; International Education; Educational Policy; Comparative Analysis; Comparative Education; Merit Pay; Incentives; Recognition (Achievement); Salary Wage Differentials; Productivity; Mathematics Achievement; Reading Achievement; Science Achievement; Evidence; Governance; School Statistics; Data Interpretation; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Lehrerbesoldung; Lehrervergütung; Internationale Erziehung; Politics of education; Bildungspolitik; Vergleichende Erziehungswissenschaft; Leistungszulage; Anreiz; Soziale Anerkennung; Produktivität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Evidenz; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Data evaluation; Datenauswertung
Abstract	The general-equilibrium effects of performance-related teacher pay include long-term incentive and teacher-sorting mechanisms that usually elude experimental studies but are captured in cross-country comparisons. Combining country-level performance-pay measures with rich PISA-2003 international achievement microdata, this paper estimates student-level international education production functions. The use of teacher salary adjustments for outstanding performance is significantly associated with math, science, and reading achievement across countries. Scores in countries with performance-related pay are about one quarter standard deviations higher. Results avoid bias from within-country selection and are robust to continental fixed effects and to controlling for non-performance-based forms of teacher salary adjustments. (Contains 7 tables, and 1 figure, and 18 footnotes.) (As Provided).
Anmerkungen	Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.hks.harvard.edu/pepg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10