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ERIC Number: ED514495
Record Type: Non-Journal
Publication Date: 2010-May
Pages: 58
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: N/A
Teacher Mobility, School Segregation, and Pay-Based Policies to Level the Playing Field. Working Paper 44
Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L.
National Center for Analysis of Longitudinal Data in Education Research
Research has consistently shown that teacher quality is distributed very unevenly among schools to the clear disadvantage of minority students and those from low-income families. Using information on teaching spells in North Carolina, the authors examine the potential for using salary differentials to overcome this pattern. They conclude that salary differentials are a far less effective tool for retaining teachers with strong pre-service qualifications than for retaining other teachers in schools with high proportions of minority students. Consequently, large salary differences would be needed to level the playing field when schools are segregated. This conclusion reflects the finding that teachers with stronger qualifications are both more responsive to the racial and socioeconomic mix of a school's students and less responsive to salary than are their less well qualified counterparts when making decisions about remaining in their current school, moving to another school or district, or leaving the teaching profession. Data Definitions is appended. (Contains 10 tables, 2 figures and 30 footnotes.)
National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Russell Sage Foundation; Spencer Foundation
Authoring Institution: Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Identifiers - Location: North Carolina
IES Funded: Yes
Grant or Contract Numbers: R305A060067