Does the Pay Stance of South Carolina Public School Districts Influence Their Math and Science Achievement Scores?

Autor/in	Tran, Henry
Titel	Does the Pay Stance of South Carolina Public School Districts Influence Their Math and Science Achievement Scores?
Quelle	In: Journal of Education Finance, 43 (2017) 2, S.105-122 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Public Schools; Teacher Salaries; School Districts; Mathematics Achievement; Science Achievement; Outcomes of Education; Labor Market; Predictor Variables; Expenditures; Enrollment; Educational Attainment; State Policy; Superintendents; Tenure; South Carolina + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Lehrerbesoldung; Lehrervergütung; School district; Schulbezirk; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Labour market; Arbeitsmarkt; Prädiktor; Ausgaben; Einschulung; Bildungsabschluss; Bildungsgut; Schulrat; Amtszeit; Beschäftigungsdauer
Abstract	This study uses the framework of the Adverse Selection model of Efficiency Wage to examine whether the pay stance (i.e., lead, lag or match the market) of South Carolina public school districts influences their students' math and science achievement outcomes. Four separate fixed effects regressions were estimated based on three years of panel data for South Carolina school districts, where districts' percent of students who scored proficient or above on the Palmetto Assessment of State Standards math and science tests were regressed on their base pay rate stance for teachers (i.e., lead, lag or matched the labor market) with BA and MA degrees (MA) with zero years of experience, after accounting for a set of control variables. When appropriate controls are accounted for, districts' improved performance as a result offering higher salaries represent a positive return on investment. Specifically, districts matching the labor market for teachers with BAs were more likely to experience a higher percentage of students who score proficient or above at science than districts lagging the market. In addition, enrollment and the number of years the superintendent led the district, were found to statistically significant predictors of students' science performance. When it comes to math performance, the percent of district expenditures on instruction was found to be a positive predictor. In sum, this study provides further evidence that teacher pay policies may be a viable way to help improve students' academic achievement. (As Provided).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01