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ERIC Number: ED509185
Record Type: Non-Journal
Publication Date: 2010
Pages: 43
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: N/A
Do More Effective Teachers Earn More outside of the Classroom? Working Paper Series. PEPG 10-02
Chingos, Matthew M.; West, Martin R.
Program on Education Policy and Governance, Harvard University
We examine earnings records for more than 90,000 classroom teachers employed by Florida public schools between the 2001-02 and 2006-07 school years, roughly 20,000 of whom left the classroom during that time. A majority of those leaving the classroom remained employed by public school districts. Among teachers in grades 4-8 leaving for other industries, a 1 standard deviation increase in estimated value-added to student math and reading achievement is associated with 6-9 percent higher earnings outside of teaching. The relationship between effectiveness and earnings is stronger in other industries than it is for the same groups of teachers while in the classroom, suggesting that current compensation systems do not fully account for the higher opportunity wages of effective teachers. Tables are appended. (Contains 5 figures, 8 tables and 32 footnotes.)
Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.hks.harvard.edu/pepg
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard University, Program on Education Policy and Governance
Identifiers - Location: Florida