Pensions and Late Career Teacher Retention. Working Paper 164

Autor/inn/en	Kim, Dongwoo; Koedel, Cory; Ni, Shawn; Podgursky, Michael; Wu, Weiwei
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Pensions and Late Career Teacher Retention. Working Paper 164
Quelle	(2017), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Retirement Benefits; Teacher Retirement; Teacher Persistence; Experienced Teachers; Public School Teachers; Incentives; Teacher Salaries; Cost Effectiveness; Elementary Secondary Education; Missouri + Suchen Sie Ihr Suchwort? Retirement pay; Ruhegehalt; Anreiz; Lehrerbesoldung; Lehrervergütung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken
Abstract	A vast research literature is devoted to analyzing causes of and potential remedies for early-career teacher attrition. However, much less attention has been paid to late-career attrition among experienced teachers, which is driven primarily by retirement plan incentives. Although there is some variation across states, it is generally the case that late-career teachers retire at much younger ages than their professional counterparts. Moreover, given the well-documented returns to teaching experience, late-career exits are on average more costly to students in K-12 schools than early-career exits. This study uses structural estimates from a dynamic retirement model to simulate the effect of targeted retention bonuses for senior teachers rated as effective or teaching in high-need fields. While the cost per incremental year of instruction is expensive in the short run, it declines over time. Moreover, because labor supply decisions are forward-looking, a temporary bonus has much smaller effects than a permanent one. These findings highlight the value of stability in policies aimed at extending teachers' careers. Overall our results suggest that carefully-targeted retention bonuses can be useful tool in raising the quality of the teaching workforce and closing achievement gaps. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01