Local Amenities, Unobserved Quality, and Market Clearing: Adjusting Teacher Compensation to Provide Equal Education Opportunities

Autor/inn/en	Tuck, Bradford; Berman, Matthew; Hill, Alexandra
Titel	Local Amenities, Unobserved Quality, and Market Clearing: Adjusting Teacher Compensation to Provide Equal Education Opportunities
Quelle	In: Economics of Education Review, 28 (2009) 1, S.58-66 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2007.07.005
Schlagwörter	Free Enterprise System; Models; Teaching Conditions; Teacher Salaries; Rural Schools; Teacher Effectiveness; Teacher Characteristics; Equal Education; State Aid; Salary Wage Differentials; School Districts; Economics; Educational Finance; Economic Research; Rural Urban Differences; Teacher Employment Benefits; Teacher Recruitment; Geographic Isolation; Alaska + Suchen Sie Ihr Suchwort? Freie Wirtschaft; Analogiemodell; Lehrbedingungen; Unterrichtsbedingungen; Lehrerbesoldung; Lehrervergütung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School district; Schulbezirk; Volkswirtschaftslehre; Bildungsfonds; Wirtschaftsforschung; Stadt-Land-Beziehung; Lehrerrekrutierung
Abstract	Local school districts differ in their ability to pay for teacher quality, and in the amenities they offer as places to live and work. Market clearing with heterogeneous quality yields geographically varying teacher salary levels that confound scarcity with unobserved differences in quality. The paper discusses identification and estimation of a model of quality-adjusted teacher salaries in local markets with unobserved market-clearing prices. Exogenous variables in the model include community and district characteristics, job characteristics and working conditions, and individual characteristics. We apply the model to estimate the relative cost of providing comparably qualified teachers for urban and rural public schools in the state of Alaska, which has high geographic variation in amenities and local financial resources. The quality-adjusted geographic salary differentials implied by the results suggest much larger compensation differentials for isolated rural schools than most of these school districts can afford under current levels of state support. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10