Literaturnachweis - Detailanzeige
| Autor/inn/en | Richwine, Jason; Biggs, Andrew G. |
|---|---|
| Institution | Heritage Foundation |
| Titel | Critical Issues in Assessing Teacher Compensation. Backgrounder. No. 2638 |
| Quelle | (2012), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Teacher Salaries; Compensation (Remuneration); Teacher Effectiveness; Retirement Benefits; Misconceptions; Public School Teachers; Fringe Benefits; Job Security; Salary Wage Differentials; Merit Pay; Working Hours |
| Abstract | A November 2011 Heritage Foundation report--"Assessing the Compensation of Public-School Teachers"--presented data on teacher salaries and benefits in order to inform debates about teacher compensation reform. The report concluded that public-school teacher compensation is far ahead of what comparable private-sector workers enjoy, and that recruiting more effective teachers will be more difficult than simply raising salaries. The debate over the report's findings has generated substantive inquiries as well as some misconceptions. Here, the report's authors respond to questions and concerns, in the process showing that certain critical accusations--such as undercounting teachers' work hours or overestimating retirement benefits--are simply false. The broader implication of the authors' research is that the current teacher compensation system is not working. The United States needs a more rational system that pays teachers according to their performance. (Contains 43 footnotes.) [For related report, "Assessing the Compensation of Public-School Teachers. A Report of the Heritage Center for Data Analysis", see ED525685.] (As Provided). |
| Anmerkungen | Heritage Foundation. 214 Massachusetts Avenue NE, Washington, DC 20002-4999. Tel: 202-546-4400; Fax: 202-546-8328; e-mail: info@heritage.org; Web site: http://www.heritage.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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