The Impact of Incentives to Recruit and Retain Teachers in "Hard-to-Staff" Subjects: An Analysis of the Florida Critical Teacher Shortage Program. Working Paper 141

Autor/inn/en	Feng, Li; Sass, Tim R.
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	The Impact of Incentives to Recruit and Retain Teachers in "Hard-to-Staff" Subjects: An Analysis of the Florida Critical Teacher Shortage Program. Working Paper 141
Quelle	(2015), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Recruitment; Teacher Persistence; State Programs; Teacher Shortage; Debt (Financial); Tuition; Costs; Teacher Certification; Incentives; Secondary School Teachers; Loan Repayment; Public School Teachers; Florida + Suchen Sie Ihr Suchwort? Lehrerrekrutierung; Regierungsprogramm; Lehrermangel; Unterweisung; Unterricht; Cost; Kosten; Anreiz
Abstract	We investigated the effects of a statewide program designed to increase the supply of teachers in "hard-to-staff" areas. The Florida Critical Teacher Shortage Program (FCTSP) had three elements: (a) it provided loan forgiveness to teachers who were certified and taught in designated shortage areas; (b) it compensated teachers for the tuition cost of taking courses to become certified in a designated shortage area; and (c) for a single year, it gave bonuses to high school teachers who were certified and taught in a designated subject area. Employing a difference-in-difference estimator, we find that the loan forgiveness program decreased attrition of teachers in shortage areas, although the effects varied by subject. Allowing for variation in the size of payments, we find that the effects were more pronounced when loan-forgiveness payments were more generous. A triple-difference estimate indicated the bonus program also substantially reduced the likelihood of teachers leaving the public school sector. A panel probit analysis reveals that the tuition-reimbursement program had modest positive effects on the likelihood a teacher would become certified in a designated shortage area. We also present qualitative evidence that loan-forgiveness recipients were of higher quality (as measured by value added) than nonrecipients who taught in the same subject but were not certified and thus ineligible. (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