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ERIC Number: ED510499
Record Type: Non-Journal
Publication Date: 2009-Feb
Pages: 21
Abstractor: As Provided
Reference Count: 6
Early Career Teachers' Perceptions of Traditional versus Innovative Benefits Packages. Conference Paper 2009-15
Tran, Doannie; Huang, Elsie
National Center on Performance Incentives, Paper prepared for "Rethinking Teacher Retirement Benefit Systems" (Nashville, TN, February 19-20, 2009)
Limited information exists on how early career teachers, particularly those in "Generation Y", feel about the pension system and potential reforms to the pension system. This paper presents an analysis of the appeal of different aspects of pension plans; their influence on charter versus traditional public school teachers; and how retirement benefits influence career decisions. Findings are drawn from a pilot study surveying teachers (n=52) in years two through ten on particular characteristics of defined benefit and defined contribution plans. Key findings include: (1) lack of portability is a frustration to early career teachers; (2) early career teachers have an interest in defined contribution plans; (3) charter school teachers are more open to pension reform; and (4) teachers who plan to stay in the profession are more open to pension reform than might have been expected. A survey is appended.
National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail:; Web site:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: University of Arkansas, Department of Education Reform
Authoring Institution: Vanderbilt University, National Center on Performance Incentives
Identifiers - Location: Massachusetts
IES Funded: Yes
Grant or Contract Numbers: R305A060034