Literaturnachweis - Detailanzeige
| Autor/inn/en | Wheeler, Justin; Glennie, Elizabeth |
|---|---|
| Institution | Duke Univ., Durham, NC. Terry Sanford Inst. of Public Policy. |
| Titel | Can Pay Incentives Improve the Recruitment of Teachers in America's Hard-to-Staff Schools? "A Research Summary": Policy Matters |
| Quelle | (2007), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Federal Legislation; Incentives; Academic Achievement; Public Policy; Teacher Shortage; Disadvantaged Schools; Teacher Recruitment; Low Achievement; High Risk Students; Educational Legislation; Teacher Qualifications; Gender Differences; Racial Differences; Age Differences |
| Abstract | The No Child Left Behind Act of 2001 (NCLB) has increased concern about the staffing difficulties faced by schools that serve a high percentage of low-achieving students. NCLB requires each student be taught in all core academic subjects by a highly-qualified teacher by the 2005-06 school year. The law defines highly-qualified teachers as those who have received a bachelor's degree, attained full state certification or licensure, and proved that they know the subject they teach. By June 2006, not one state had achieved this goal. In July, each state was required to submit a plan to ensure all classrooms have a highly-qualified teacher and that these teachers are evenly divided between poor and rich schools. Given that some schools have difficulty attracting and retaining qualified teachers, state legislatures and local school districts have shown increased interest in offering non-performance-based financial incentives to attract and retain teachers in high-need schools and subject areas. These incentive programs take a variety of forms, the most direct and most controversial of which are salary bonuses. Some school systems also use performance-based bonuses to reward teachers for student performance. This policy brief describes the scope and the effects of targeted salary incentives that are not based on student performance. Targeted financial incentives clearly influence teacher career choices although their impact varies with teacher gender, race, and age. (Contains 1 table and 14 endnotes.) (ERIC). |
| Anmerkungen | Center for Child and Family Policy, Duke University. 257 Sanford Institute of Public Policy, Box 90264, Durham, NC 27708-0264. Tel: 919-613-7319; Fax: 919-681-1533; e-mail: childpolicy@duke.edu; Web site: http://www.childandfamilypolicy.duke.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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