Sage Journals: Discover world-class research

Abstract

In this paper, we explore the use and efficacy of fiscal incentive policies in California school districts. We ask whether districts with high need for teachers with English as a second language (ESL) or special education credentials are more likely to implement incentives targeting these teachers. We find mixed evidence that districts align their incentives with their staffing needs. We conclude by discussing possible rationales for our results.

Keywords

educational policy policy implementation teacher retention and turnover

Get full access to this article

View all access options for this article.

References

Bacolod

(2007). Who teaches and where they choose to teach: College graduates of the 1990s. Educational Evaluation and Policy Analysis, 29(3), 155-168.

Ballou

(1996). Do public schools hire the best applicants? The Quarterly Journal of Economics, 111(1), 97-133.

Ballou

(2001). Pay for performance in public and private schools. Economics of Education Review, 20(1), 51-61.

Ballou

Podgursky

(1997). Teacher pay and teacher quality. Kalamazoo, MI: W. E. Upjohn Institute.

Balter

Duncombe

W. D.

(2008). Recruiting highly qualified teachers: Do district recruitment practices matter? Public Finance Review, 36(1), 33-62.

Boyd

Lankford

Loeb

(2005). The draw of home: How teachers’ preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management, 24(1), 113-132.

Buckley

Schneider

Shang

(2004). The effects of school facility quality on teacher retention in urban school districts. Washington, DC: National Clearinghouse for Educational Facilities.

California Commission on Teacher Credentialing. (2011). Frequently asked questions concerning appropriate assignment and authorizations to serve English learnings in California. Retrieved from http://www.ctc.ca.gov/credentials/CREDS/english-learners-FAQ.html

California Department of Education. (2011, May 26). California basic educational data system (cbeds). Retrieved from http://www.cde.ca.gov/ds/dc/cb/index.asp

10.

Clotfelter

C. T.

Ladd

H. F.

Vigdor

Wheeler

(2006). High-poverty schools and the distribution of teachers and principals. North Carolina Law Review, 85, 1345-1380.

11.

Cohen-Vogel

Smith

T. M.

(2007). Qualifications and assignments of alternatively certified teachers: Testing core assumptions. American Educational Research Journal, 44, 732-753.

12.

Diaz-Rico

L. T.

Smith

(1994). Recruiting and retaining bilingual teachers: A cooperative school community-university model. Journal of Educational Issues of Language Minority Students, 14, 255-268.

13.

Education Data Partnership. (2012). Statewide totals and averages for school districts general fund, fiscal year 2011-12. Retrieved from http://www.ed-data.k12.ca.us/App_Resx/EdDataClassic/fsTwoPanel.aspx?%23!bottom=/_layouts/EdDataClassic/finance/FinanceReportForState_districts.asp?level=04%26reportNumber=4%26Tab=1%23Activity

14.

Figlio

D. N.

(1997). Teacher salaries and teacher quality. Economics Letters, 55, 267-271.

15.

Glazerman

Seif

Baxter

(2008). Passport to teaching: Career choices and experiences of American board certified teachers (No. 6215-030). Washington, DC: Mathematica.

16.

Goldhaber

D. D.

Brewer

D. J.

Anderson

D. J.

(1999). A three-way error components analysis of educational productivity. Education Economics, 7(3), 199-208.

17.

Greer

(2007). How monopolistic teacher unionism is undercutting math and science education. Springfield, VA: National Institute for Labor Relations Research.

18.

Guarino

C. M.

Santibanez

Daley

G. A.

(2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173-208.

19.

Hanushek

E. A.

Kain

J. F.

Rivkin

S. G.

(1999). Do higher salaries buy better teachers? (NBER working paper no. W7082). Retrieved from http://www.nber.org/papers/w7082.pdf?new_window=1

20.

Hanushek

E. A.

Kain

J. F.

Rivkin

S. G.

(2004). Why public schools lose teachers. Journal of Human Resources, 39, 326-354.

21.

Hanushek

E. A.

Rivkin

S. G.

(2006). Teacher quality. In Hanushek

E. A.

Welch

(Eds.), Handbook of the economics of education (Vol. 1, pp. 1051-1078). Amsterdam, The Netherlands: Elsevier.

22.

Hoxby

C. M.

Leigh

(2005). Wage distortion: Why America’s top female college graduates aren’t teaching. Education Next, 5(2), 50-56.

23.

Imazeki

(2008). Attracting and retaining teachers in high-need schools: Do financial incentives make financial sense? Retrieved from http://www-rohan.sdsu.edu/dept/econ/WPSeries/08_01.pdf

24.

Ingersoll

R. M.

(2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499-534.

25.

Ingersoll

R. M.

(2003). Is there really a teacher shortage? Seattle: University of Washington: Center for the Study of Teaching and Policy; The Consortium for Policy Research in Education.

26.

Johnson

S. M.

Birkeland

S. E.

(2003). Pursuing a “sense of success”: New teachers explain their career decisions. American Educational Research Journal, 40, 581-617.

27.

Johnson

S. M.

Kraft

M. A.

Papay

J. P.

(2011). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Cambridge, MA: Project on the Next Generation of Teachers, Harvard Graduate School of Education.

28.

Kingdon

J. W.

(1995). Agendas, alternatives, and public policies (2nd ed.). New York, NY: Addison Wesley Longman.

29.

Kolbe

Strunk

K. O.

(2012). Economic incentives as a strategy for responding to teacher staffing problems: An organizational typology. Educational Administration Quarterly, 48, 779-813.

30.

Liu

Johnson

S. M.

Peske

H. G.

(2004). New teachers and the Massachusetts signing bonus: The limits of inducements. Educational Evaluation and Policy Analysis, 26, 217-236.

31.

Loeb

Darling-Hammond

Luczak

(2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80(3), 44-70.

32.

Loeb

Miller

L. C.

(2006). A review of state teacher policies: What are they, what are their effects, and what are their implications for school finance? Stanford University, CA: IREPP.

33.

Manski

C. F.

(1987). Academic ability, earnings, and the decision to become a teacher: Evidence from the national longitudinal study of the high school class of 1972. In Wise

D. A.

(Ed.), Public sector payrolls (pp. 291-316). Chicago, IL: University of Chicago Press.

34.

Milanowski

A. T.

Longwell-Grice

Saffold

Jones

Schomisch

Odden

(2009). Recruiting new teachers to urban school districts: What incentives will work? International Journal of Education Policy & Leadership, 4(8), 1-13.

35.

Murphy

P. J.

DeArmond

M. M.

(2003). From the headlines to the frontlines: The teacher shortage and its implications for recruitment policy. Seattle: Center on Reinventing Public Education, University of Washington.

36.

National Education Association. (2011). 2011-2012 NEA resolutions. Retrieved from http://www.nea.org/assets/docs/resolutions-2011-2012.pdf

37.

Painter

Haladyna

Hurwitz

(2007). Attracting beginning teachers: The incentives and organizational characteristics that matter. Planning and Changing, 38(1-2), 108-127.

38.

Podgursky

Springer

M. G.

(2010). Market- and performance-related reforms of teacher compensation: A review of recent practices, policies, and research (program on education policy and governance working paper series). Retrieved from http://www.hks.harvard.edu/pepg/MeritPayPapers/Podgursky_Springer_10-09.pdf

39.

Prince

C. D.

(2003). Higher pay in hard-to-staff schools: The case for financial incentives. Lanham, MD: Rowman & Littlefield Education.

40.

Rice

J. K.

(2003). Teacher quality: Understanding the effectiveness of teacher attributes. Washington, DC: Economic Policy Institute.

41.

Rickman

B. D.

Parker

C. D.

(1990). Alternative wages and teacher mobility: A human capital approach. Economics of Education Review, 9(1), 73-79.

42.

Rivkin

S. G.

Hanushek

E. A.

Kain

J. F.

(2005). Teachers, schools, and academic achievement. Econometrica, 73, 417-458.

43.

Rockoff

J. E.

(2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94, 247-252.

44.

Sacchetti

(2006, November). School chiefs urge cash lure for math and science teachers. The Boston Globe.

45.

San Francisco Unified School District. (n.d.). Employment and credentialing. Retrieved from http://www.sfusd.edu/en/employment/certificated-careers/teaching-careers/frequently-asked-questions.html

46.

Sawchuck

(2009, January 27). School leaders target salary reform toward newer teachers. Education Week. Retrieved from http://www.edweek.org/ew/articles/2009/01/28/19salary_ep.h28.html

47.

Song

(2011, May 14). Protesters decry California budget cuts’ effects on students. Los Angeles Times. Retrieved from http://www.latimes.com/news/local/la-me-teachers-protest-20110514,0,2449075.story

48.

Steele

J. L.

Murnane

R. J.

Willett

J. B.

(2010). Do financial incentives help low-performing schools attract and keep academically talented teachers? Evidence from California. Journal of Policy Analysis and Management, 29, 451-478.

49.

Strunk

K. O.

Zeehandelaar

D. B.

(2011). Differentiated compensation: How California school districts use economic incentives to target teachers. Journal of Education Finance, 36, 268-293.

50.

University of California Davis. (n.d.). Become a teacher at UC Davis. Retrieved from http://education.ucdavis.edu/teaching-credential-program

Added Bonus? The Relationship Between California School Districts’ Specialized Teacher Staffing Needs and the Use of Economic Incentive Policies

Abstract

Keywords

Get full access to this article

References