Do Bonuses Affect Teacher Staffing and Student Achievement in High Poverty Schools? Evidence from an Incentive for National Board Certified Teachers in Washington State. Working Paper No. 194-0618-1

Autor/inn/en	Cowan, James; Goldhaber, Dan
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
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. Working Paper No. 194-0618-1
Quelle	(2018), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Merit Pay; Rewards; Poverty; National Standards; Alternative Teacher Certification; Program Effectiveness; Teacher Competencies; Achievement Gains; Low Income Students; Compensation (Remuneration); Incentives; Teacher Salaries; Educational Policy; Washington + Suchen Sie Ihr Suchwort? Leistungszulage; Reward; Belohnung; Armut; Lehrkunst; Achievement gain; Leistungssteigerung; Abfindung; Kompensation; Lohnausgleich; Anreiz; Lehrerbesoldung; Lehrervergütung; 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 to 0.3 percent of a standard deviation in teacher quality per year and we do not find evidence that the bonus resulted in detectable effects on student test achievement. (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	2022/4/11