Teacher Wages

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Susanna Loeb - One of the best experts on this subject based on the ideXlab platform.

  • examining the link between Teacher Wages and student outcomes the importance of alternative labor market opportunities and non pecuniary variation
    The Review of Economics and Statistics, 2000
    Co-Authors: Susanna Loeb, Marianne E Page
    Abstract:

    Researchers using cross-sectional data have failed to produce systematic evidence that Teacher salaries affect student outcomes. These studies generally do not account for non-pecuniary job attributes and alternative wage opportunities, which affect the opportunity cost of choosing to teach. When we employ the methodology used in previous studies, we replicate their results. However, once we adjust for labor market factors, we estimate that raising Teacher Wages by 10% reduces high school dropout rates by 3% to 4%. Our findings suggest that previous studies have failed to produce robust estimates because they lack adequate controls for non-wage aspects of teaching and market differences in alternative occupational opportunities. © 2000 by the President and Fellows of Harvard College and the Massachusetts Institute of Technology

Marianne E Page - One of the best experts on this subject based on the ideXlab platform.

  • examining the link between Teacher Wages and student outcomes the importance of alternative labor market opportunities and non pecuniary variation
    The Review of Economics and Statistics, 2000
    Co-Authors: Susanna Loeb, Marianne E Page
    Abstract:

    Researchers using cross-sectional data have failed to produce systematic evidence that Teacher salaries affect student outcomes. These studies generally do not account for non-pecuniary job attributes and alternative wage opportunities, which affect the opportunity cost of choosing to teach. When we employ the methodology used in previous studies, we replicate their results. However, once we adjust for labor market factors, we estimate that raising Teacher Wages by 10% reduces high school dropout rates by 3% to 4%. Our findings suggest that previous studies have failed to produce robust estimates because they lack adequate controls for non-wage aspects of teaching and market differences in alternative occupational opportunities. © 2000 by the President and Fellows of Harvard College and the Massachusetts Institute of Technology

Jishnu Das - One of the best experts on this subject based on the ideXlab platform.

  • Upping the ante: the equilibrium effects of unconditional grants to private schools
    The American Economic Review, 2018
    Co-Authors: Tahir Andrabi, Jishnu Das, Asim Ijaz Khwaja, Selçuk Özyurt, Niharika Singh
    Abstract:

    This paper tests for financial constraints as a market failure in education in a low-income country. In an experimental setup, unconditional cash grants are allocated to one private school or all private schools in a village. Enrollment increases in both treatments, accompanied by infrastructure investments. However, test scores and fees only increase in the setting of all private schools along with higher Teacher Wages. This differential impact follows from a canonical oligopoly model with capacity constraints and endogenous quality: greater financial saturation crowds-in quality investments. The findings of higher social surplus in the setting of all private schools, but greater private returns in the setting of one private school underscore the importance of leveraging market structure in designing educational subsidies.

  • The Misallocation of Pay and Productivity in the Public Sector: Evidence from the Labor Market for Teachers - The Misallocation of Pay and Productivity in the Public Sector: Evidence from the Labor Market for Teachers
    2017
    Co-Authors: Natalie Bau, Jishnu Das
    Abstract:

    This paper uses a unique dataset of both public and private sector primary school Teachers and their students to present among the first estimates in a low-income country of (a) Teacher effectiveness; (b) Teacher value added (TVA) and its correlates; and (c) the link between TVA and Teacher Wages. Teachers are highly effective in our setting: Moving a student from the 5th to the 95th percentile in the public school TVA distribution would increase mean student test scores by 0.54 standard deviations. Although the first two years of experience, as well as content knowledge, are associated with TVA, all observed Teacher characteristics explain no more than 5 percent of the variation in TVA. Finally, there is no correlation between TVA and Wages in the public sector (although there is in the private sector), and a policy change that shifted public hiring from permanent to temporary contracts, reducing Wages by 35 percent, had no adverse impact on TVA, either immediately or after 4 years. The study confirms the importance of Teachers in low income countries, extends previous experimental results on Teacher contracts to a large-scale policy change, and provides striking evidence of significant misallocation between pay and productivity in the public sector.

Jonathan Guryan - One of the best experts on this subject based on the ideXlab platform.

  • Does Teacher Testing Raise Teacher Quality? Evidence from State Certification Requirements
    Economics of Education Review, 2008
    Co-Authors: Joshua D. Angrist, Jonathan Guryan
    Abstract:

    The education reform movement includes efforts to raise Teacher quality through stricter certification and licensing provisions. Most US states now require public school Teachers to pass a standardized test such as the Praxis. Although any barrier to entry is likely to raise Wages in the affected occupation, the theoretical effects of such requirements on Teacher quality are ambiguous. Teacher testing places a floor on whatever skills are measured by the required test, but testing is also costly for applicants. These costs shift Teacher supply to the left and may be especially likely to deter high-quality applicants from teaching in public schools. Moreover, test requirements may disqualify some applicants that schools would otherwise want to hire. We use the Schools and Staffing Survey to estimate the effect of state Teacher testing requirements on Teacher Wages and Teacher quality as measured by educational background. The results suggest that state-mandated Teacher testing increases Teacher Wages with no corresponding increase in quality.

  • Does Teacher Testing Raise Teacher Quality? Evidence from State Certification Requirements
    National Bureau of Economic Research, 2003
    Co-Authors: Joshua D. Angrist, Jonathan Guryan
    Abstract:

    The education reform movement includes efforts to raise Teacher quality through stricter certification and licensing provisions. Most US states now require public school Teachers to pass a standardized test such as the National Teacher Examination. Although any barrier to entry is likely to raise Wages in the affected occupation, the theoretical effects of such requirements on Teacher quality are ambiguous. Teacher testing places a floor on whatever skills are measured by the required test, but testing is also costly for applicants. These costs shift Teacher supply to the left and may be especially likely to deter high-quality applicants from teaching in the public schools. We use the Schools and Staffing Survey to estimate the effect of state Teacher testing requirements on Teacher Wages and Teacher quality as measured by educational background. The results suggest that state-mandated Teacher testing increases Teacher Wages with no corresponding increase in quality.

Olga Lazareva - One of the best experts on this subject based on the ideXlab platform.

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