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ERIC Number: ED467667
Record Type: RIE
Publication Date: 2002-Jun
Pages: 53
Abstractor: N/A
Reference Count: N/A
Higher Pay in Hard-to-Staff Schools: The Case for Financial Incentives.
Prince, Cynthia D.
This paper discusses the need for financial incentives if highly qualified teachers are to be placed in more challenging assignments. Evidence suggests that most teachers do not choose to work in the most difficult schools, so changing the way teachers are paid is critical if they are to serve students with the greatest needs. All indicators suggest that paying teachers more money to take on jobs that are substantially harder is a necessary part of the solution. Many states and districts are implementing a broad range of financial incentives to recruit and retain teachers. Many of these programs are new, and limited information is available to judge their effectiveness, but preliminary participation rates indicate that financial incentives are attracting teachers' attention. Some 600 New York City teachers applied for transfers to the city's 39 lowest performing schools when they were offered 15 percent pay raises. Educational and political leaders will need better information to understand how effective the various incentives are at recruiting and retaining an ample supply of high-quality teachers. Early results, however, indicate that incentives have to be large enough to matter, must target a specific need, and should have a repayment penalty for failing to uphold the terms of the agreement. (Contains 194 references.) (RJM)
American Association of School Administrators, 1801 North Moore Street, Arlington, VA 22209-1813. Tel: 703-528-0700; Fax: 703-841-1543; Web site: For full text:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Association of School Administrators, Arlington, VA.