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ERIC Number: EJ1138600
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: EISSN-1555-5062
Teacher Incentive Pay Programs in the United States: Union Influence and District Characteristics
Liang, Guodong; Zhang, Ying; Huang, Haigen; Qiao, Zhaogang
International Journal of Education Policy and Leadership, v10 n3 2015
This study examined the characteristics of teacher incentive pay programs in the United States. Using the 2007-08 SASS data set, it found an inverse relationship between union influence and districts' incentive pay offerings. Large and ethnically diverse districts in urban areas that did not meet the requirements for Adequate Yearly Progress as defined under the "No Child Left Behind Act" are more likely to offer a larger number of economic incentives. Although rural districts are likely to reward teachers in hard-to-staff schools, they are not more likely to reward teachers who are certified by the National Board or who teach in the subject areas of shortage, nor are they more likely to offer multiple financial incentives.
PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)