America's teachers, do management practices in public schools provide incentives for quality teaching?
Abstract/Contents
- Abstract
- Do management practices in America's public schools provide incentives for quality teaching? This dissertation argues that (i) current pay practices in teaching do not provide incentives for the most able individuals to become teachers and (ii) the changed management practices that accompanied the introduction of accountability programs improved the quality of teaching in poorly performing schools. Using data from Florida, Illinois, North Carolina, Texas, Virginia, Pennsylvania, and Wisconsin, the structure of pay in public schools during 1993 through 2003 is compared to the structure of pay in other occupations requiring a college degree. Those who leave teaching during this period earn much less after leaving, even after several years. This suggests that pay practices in teaching have not been successful in attracting the most able individuals to teaching. (Otherwise, at least some individuals would exit teaching for higher pay when outside opportunities improved, as they did in the late 1990s.) The management practices that accompanied the introduction of accountability likely improved the quality of teaching in poorly performing schools through two channels: (i) existing teachers made more effort, and (ii) many of the worst teachers left teaching. Moonlighting (working a second job) is used as an inverse proxy for effort because a full-time worker is likely exerting only limited effort if she is moonlighting. Teachers in public schools exposed to performance pressure from a state accountability system were much less likely to moonlight and much more likely to leave teaching. Those who left teaching did not fare well in the broader labor market; they earned less than they did as teachers, even after several years. Data from three states that implemented demanding accountability systems in the 1990s (Florida, Illinois, and North Carolina) are used. Taken together, these results suggest that accountability did help to improve the quality of teaching in poorly performing schools.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2011 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Champion, Sara Jo | |
|---|---|---|
| Associated with | Stanford University, Graduate School of Business. | |
| Primary advisor | Shaw, Kathryn | |
| Thesis advisor | Shaw, Kathryn | |
| Thesis advisor | Hoxby, Caroline Minter | |
| Thesis advisor | Lazear, Edward P | |
| Advisor | Hoxby, Caroline Minter | |
| Advisor | Lazear, Edward P |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Sara Jo Champion. |
|---|---|
| Note | Submitted to the Graduate School of Business. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2011. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2011 by Sara Jo Champion
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