Which Teachers Choose a Defined Contribution Pension Plan? Evidence from the Florida Retirement System

Autor/inn/en	Chingos, Matthew M.; West, Martin R.
Titel	Which Teachers Choose a Defined Contribution Pension Plan? Evidence from the Florida Retirement System
Quelle	In: Education Finance and Policy, 10 (2015) 2, S.193-222 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
DOI	10.1162/EDFP_a_00158
Schlagwörter	Public School Teachers; Retirement Benefits; Selection; Preferences; Teacher Characteristics; Mathematics Teachers; Science Teachers; Special Education Teachers; African American Teachers; Hispanic Americans; Teacher Effectiveness; Academic Achievement; Elementary Secondary Education; Florida + Suchen Sie Ihr Suchwort? Retirement pay; Ruhegehalt; Auslese; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; African Americans; Afroamerikaner; Hispanic; Hispanoamerikaner; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung
Abstract	Since 2002, public school teachers in Florida have been permitted to choose between a defined benefit (DB) and a defined contribution (DC) retirement plan. We exploit this unique policy environment to study new teachers' revealed preferences over pension plan structures. Roughly 30 percent of teachers hired between 2003 and 2008 selected the DC plan, despite the fact that teachers not actively deciding within six months were defaulted into the DB plan. The share choosing the DC plan was higher among teachers with advanced degrees, math and science teachers, and teachers in charter schools. It was lower among special education teachers and especially among black and Hispanic teachers. There was only a slight relationship between plan choice and teacher value added to student achievement, with teachers in the bottom value-added quartile roughly 2 percentage points less likely to choose the DC option. (As Provided).
Anmerkungen	MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01