Do Bonuses Affect Teacher Staffing and Student Achievement in High Poverty Schools? Evidence from an Incentive for National Board Certified Teachers in Washington State

Autor/inn/en	Cowan, James; Goldhaber, Dan
Titel	Do Bonuses Affect Teacher Staffing and Student Achievement in High Poverty Schools? Evidence from an Incentive for National Board Certified Teachers in Washington State
Quelle	65 (2018), S.138-152 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Cowan, James) ORCID (Goldhaber, Dan) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
Schlagwörter	Teacher Supply and Demand; Academic Achievement; Poverty Areas; Low Income Students; Incentives; Teacher Certification; Educational Policy; Teacher Persistence; Washington + Suchen Sie Ihr Suchwort? Lehrerbedarf; Schulleistung; Anreiz; Politics of education; Bildungspolitik
Abstract	We study a teacher incentive policy in Washington State that awards a financial bonus to National Board certified teachers in high poverty schools. Using a regression discontinuity design, we find that the bonus policy increased the proportion of certified teachers in bonus-eligible schools by improving hiring, increasing certification rates of incumbent teachers, and reducing turnover. Depending on the method, we estimate that the proportion of NBCTs in treated schools increased by about four to eight percentage points over the first five years of eligibility. However, the improvement in certification rates corresponds to a change of about 0.2-0.3% of a standard deviation in teacher quality per year and we do not find evidence that the bonus resulted in detectible effects on student test achievement. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01