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ERIC Number: EJ1162348
Record Type: Journal
Publication Date: 2017-Dec
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0002-8312
EISSN: N/A
Do Teacher Financial Awards Improve Teacher Retention and Student Achievement in an Urban Disadvantaged School District?
Shifrer, Dara; Turley, Ruth López; Heard, Holly
American Educational Research Journal, v54 n6 p1117-1153 Dec 2017
Teacher performance pay programs are theorized to improve student achievement by incentivizing teachers, but opponents counter that teachers are not motivated by money. We used regression discontinuity techniques and data on a census of the students, teachers, and schools in a large urban minority-majority school district to show receipt of a financial award did not consistently relate to higher mean student test score gains or teachers' likelihood of retention. This study contributes to the literature by focusing on the effects of award receipt rather than award eligibility, differentiating by award amount, and using data from a large district serving predominantly disadvantaged students.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A