Download or read book A Correlational Study Between Teacher Salary Levels and Student Achievement in the Los Angeles County Public School Systems written by Michael Hai-Han Lin and published by . This book was released on 2000 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Examination of the Effect of Teacher Salaries on Student Achievement in Florida Public Schools written by Casey Thomas Perkins and published by . This book was released on 2010 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: Among school-based factors, existing evidence strongly supports the idea of teacher quality being the most influential variable impacting student achievement. Taking the implications of this knowledge and expanding them to a broader level of analysis suggests that the quality of the teacher workforce is the single most important factor in educational achievement across an entire student population. Building a quality teacher workforce entails capacity to recruit and retain qualified candidates at a sufficient level. Microeconomic theory dictates that the teaching profession is subject to the very same forces of supply and demand which govern all other labor markets, indicating that salary levels are a viable policy tool in efforts to recruit and retain qualified candidates, build a quality teacher workforce, and boost student achievement. After controlling for both teacher and student population characteristics across sixty-three Florida public school districts, multivariate OLS regression analysis confirms the hypothesis that teacher salary levels have a positive and statistically significant effect on student achievement. The empirical findings offer substantial insights to the aid of education policymakers in weighing cost effective methods for improving the performance of public education systems.
Download or read book The Relationship Between Student Achievement Teacher Effectiveness Merit Pay and Selective Teacher Demographics in a Rural School District written by Jill Webb Faulkner and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher merit pay has become popular among policymakers to meet accountability mandates related teacher effectiveness and student achievement. Legislation at the federal level has provided grants and financial incentives to state and local districts to implement merit pay plans. In 2013, Tennessee required all districts to develop a differentiated compensation plan by revising an earlier differentiated compensation policy from 2008. With more rigorous standards and testing at the forefront of education reform in Tennessee, the rural school district in this study developed a strategic compensation plan with bonus pay based on student test scores as one of the components. The purpose of this causal-comparative study was to examine the effect of teacher merit pay levels on teacher effectiveness and student achievement within a rural school district. The study also will consider if there is a difference among the teacher effectiveness levels and student achievement scores and certain moderating variables including content area, years of experience, gender, and education level. The participants involved in this study were teachers and students of English I, English II, Algebra I, and Algebra II of the only high school in the district. Chi-square analysis found that higher teacher effectiveness may have a positive relationship with higher bonuses. One-way ANOVA analysis determined student achievement scores were significantly lower when the teacher did not qualify for a bonus than at any and every other bonus level. Linear regression analyses found significant moderation effects for years of experience, education level, and content area, but not for teacher gender. The study highlights the need for conclusive evidence in support of merit-based pay before leaders expand upon the compensation plan. Keywords: merit pay, performance pay, incentive pay, student achievement, accountability, teacher evaluation, teacher effectiveness.
Download or read book Inter district Differentials in Teacher Salaries and the Cost of Education written by Howard Bruce Fleeter and published by . This book was released on 1990 with total page 554 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Pay and Teacher Quality written by James H. Stronge and published by Corwin Press. This book was released on 2006-04-05 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This is a good and needed book. I would buy it, and recommend it to a wide range of educators." -Kenneth D. Peterson, Author Professor, Portland State University "The authors have amassed a tremendous amount of information and assembled it into a very readable book that is an excellent resource." -Randel Beaver, Superintendent, Archer City School District, TX Attract and retain the highest-quality teachers through competitive compensation programs! While many working in the teaching profession cite intangible rewards as reasons for staying in the profession, concrete rewards such as salary, benefits, and working conditions are inextricably linked to attracting, developing, and retaining highly-qualified teachers. This timely text examines the fundamental link between teacher pay and teacher quality as well as the extent to which compensation can be aligned with student achievement. A range of existing compensation models are reviewed in order to provide a balanced, practical, research-based approach for developing a comprehensive, best-practice teacher compensation system. School administrators can use these synthesized, innovative findings to Determine the most practical compensation model for achieving their school′s objectives Examine different pay options used across the country Connect their school′s compensation program to organizational goals Discover how to attract and retain high-quality teachers Advance student achievement and improve teacher retention by developing a deeper understanding of the connection between teacher pay and teacher quality.
Download or read book How Does Teacher Pay Compare written by Sylvia A. Allegretto and published by . This book was released on 2004 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reviews recent analyses of relative teacher compensation and provides a detailed analysis of trends in the relative weekly pay of elementary and secondary school teachers. Shows that teacher compensation lags that of workers with similar education and experience, as well as that of workers with comparable skill requirements, like accountants, reporters, registered nurses, computer programmers, clergy, personnel officers, and vocational counselors and inspectors. Finds that teachers' weekly wages have grown far more slowly than those for these comparable occupations; teacher wages have deteriorated about 14.8 percent since 1993 and by 12.0 percent since 1983 relative to comparable occupations.
Download or read book A Study on Teacher Salary and IEP Student Achievement Based on Average yearly progress for Communications Arts and Mathematics written by Cristy A. Pacheco and published by . This book was released on 2012 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study involved students who are on Individual Education Plans (IEP) and their AYP achievement scores for Communication Arts and Mathematics. This study also looked at teacher salary in relation to the achievement scores for students' on IEPs. The research included findings that answer the question, "Is there a difference between IEP student's AYP scores on Communication Arts and Mathematics based on average teacher salary?" The research was conducted using 60 school districts randomly selected in the state of Missouri. The findings were analyzed through Microsoft Excel and A Statistical Program (ASP) software to calculate ANOVA. Findings indicate there is not a difference in AYP scores for students on Individual Education Plans for Communication Arts and Mathematics based on teacher salary. A study which includes the Kansas City School District may need to be conducted. The Kansas City School District's average teacher salary falls in the high category and IEP student's AYP scores in CA and MA are in the low range. Using the Kansas City School District average teacher salary in a study may skew the data results indicating a difference in scores based on teacher salary. Further studies are warranted using different randomly selected groups of school districts in the state of Missouri."
Download or read book Resources in Education written by and published by . This book was released on 1995-07 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Following the Money written by James William Lianides and published by . This book was released on 2006 with total page 488 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How to Create World Class Teacher Compensation written by Allan Odden and published by Freeload Press, Inc.. This book was released on 2008 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: This presentation is based on the following principles: 1. The key accountability for schools is to improve student performance. 2. Teachers in the classroom (including those in hard-to-staff fields such as math and special education) and their instructional practice are the single most important factors that will lead to improved student performance. 3. Teacher compensation is the single biggest part of the education budget (often more than 60%). 4. Therefore, linking pay to teacher performance â instructional practice that produces student learning gains is the best way to expend money in a way that ultimately improves student performance. This book shows how the connections among those principles are playing. [Web, ed].
Download or read book An Examination of the Existing Relationship Between Salary and Performance for Education Employees in California written by Henry Tran and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In a time period where performance based compensation is hotly contested in the arena of educational reform, this dissertation seeks to help improve our understanding of pay for education employees. This is accomplished by examining the existing relationship between the salaries and performance of education employees via three studies.The first study: "The Efficiency of Negotiated Labor Markets as Compared to Empirical Labor Markets within the Public School Setting" seeks to provide guidance as to the efficiency of four relevant teacher salary labor markets defined by various criteria. Although a similar study has been conducted in the past, the present study is conducted in a different time period (during an economic downturn) and state (California). In addition this study incorporates the examination of the negotiated labor markets that districts actually used for the purpose of setting teacher salary rates and uses a randomized block design with a sample of California school districts (5 target districts used for comparative purposes and 200 object districts selected to fit with the criteria of the various labor markets for the target districts).The second study: "Does District Performance and the Regional Labor Market Influence how Districts Pay Principals in California" uses regression analyses to examine whether a) principals' salaries in California are influenced by past performance - as defined by their districts' test scores from the previous year, and b) whether that relationship changes after accounting for wages of the principals' regional labor market. The third study: "The Relationship between High School Principals' Pay Satisfaction, Turnover Intentions and School Achievement" examines the relationship between principals' degree of pay satisfaction and a proxy for principal performance -California's defined school achievement score known as schools' Academic Performance Index (API). The model was complicated by the additional examination of whether the relationship between principals' pay satisfaction and school achievement might be mediated by the turnover intention of principals, after appropriate controls are accounted for. The importance of potential referent sources (i.e., teachers within the school districts, other high school principals within the school district, and other high school principals in different school districts) for pay satisfaction was also tested. This study uses a two-stage structural equation modeling approach by first examining the measurement model related to facets of pay satisfaction and then testing the overall structural models. Taken together, these studies help improve our understanding of employee salaries in education.
Download or read book Public School Teacher Cost Differences Across the United States written by Jay G. Chambers and published by . This book was released on 1995 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Compensation and Organizational Outcomes written by Matthew Garrison Steele and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This research presents the results of general linear modeling (GLM) of 131 school divisions in Virginia. The purpose of this research is to answer the question: What is the relationship between teacher salaries and student achievement as measured by Adequate Yearly Progress (AYP)? Utilizing an equity theory and distributive justice perspective, data related to achievement in English and mathematics by high school students, as measured by the requirements of AYP, were culled from the Virginia Department of Education for every school division in Virginia in the subjects of reading, writing, algebra I, geometry, and algebra II. These data represent the dependent variables and are analyzed with teacher salary and principal salary data, which represent the independent variables. Intervening variables identified in the education, public policy and economic literature are also included in the modeling. An analysis of nine general linear models produced evidence that the relationship between teacher salaries and student achievement, as measured by AYP, is relatively weak. Though the results do not support a wide range of policy recommendations, one recommendation is for school divisions in the northern region of the state to consider a readjustment of their pay scales in order for teacher salaries in those Northern Virginia school divisions to be more competitive with other school divisions in the state when adjusted for cost-of-living.
Download or read book Examining the Relationship Between Teacher Collaboration and Performance based Pay written by Gregory J. Hilden and published by . This book was released on 2014 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological, qualitative study was to explore the nature of the relationship between collaboration and performance-based pay from the perspective of teaching professionals. Eighty-four educators from two suburban high schools completed a researcher-constructed survey and a total of fourteen teachers from the same schools participated in one of two focus groups. The study focused on teachers' current understanding of collaboration, how it occurs specifically in their school, and how implementation of performance-based pay could potentially influence the level of collaboration in their school. The results of this study found that teachers believe collaboration affects student achievement. However, despite demonstrating expectations for student achievement are reasonable at their school, a majority of teachers from both focus groups concurred that student achievement is not an accurate measure of a teacher's effectiveness. Teachers possess varying degrees of understanding about the nature of collaboration, how frequently it occurs, and how it can individually help improve their craft. The results generated from this study indicated the depth to which teachers collaborate is less than the frequency they actually engage in collaboration. Findings indicated collaboration could be affected by factors such as age, location of practice, and area of expertise. Almost half of the participants in this study admitted no knowledge of performance-based pay systems. Approximately the same number believed performance-based pay is not equitable. Ultimately, those who believed performance-based pay would cause either a positive effect or no effect on collaboration slightly outnumbered those who believed the implementation of such a system would cause a decrease in collaboration or create a competitive environment. An overwhelming number of participants documented that their pay possessed some degree of fairness. Similarly, a large number of educators indicated it is fair to compensate more effective teachers differently. Almost the exact same number of participants suspected performance-based pay would affect student achievement. If, the educators who thought merit-pay would affect student achievement were from the pool of purporting it is fair to compensate more effective teachers differently, it could be argued that the majority of teachers participating in this study are in favor of performance-based pay.
Download or read book Is there a relation between the salary of teachers and the performance of students written by Xiaole Fan and published by GRIN Verlag. This book was released on 2017-11-14 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic Paper from the year 2017 in the subject Pedagogy - General, grade: 10, University of Minnesota - Twin Cities, language: English, abstract: For decades, researchers argued the relations between educational inputs and students outcomes. Some researchers argued there are positive relations between educational inputs and outcomes. Others revealed the relationship between educational inputs and student outcomes doesn't exist. In the article, I will address the aforementioned argument by analysing the relations between upper secondary school teachers’ salary and PISA. Teachers’ salary is an important index for many researchers to evaluate the educational inputs. The PISA is an index that evaluates countries’ student's performance summarised by OECD, which is a famous data collection website. I will utilise two quantitative research methods, time series graph and Pearson correlation coefficient to achieve my objectives. The sampling, data validity, details of the methodologies are mentioned in the following chapters. I will come up with a result which illustrates the statistical relations between educational inputs and outputs. The process of the research can be considered as applying educational production function or cost-benefit analysis. Finally, I will provide implications of my research on education policy making. I doubted the validity of input-based policy based on the results of my research, while I provide guide and suggestions to educational policymakers.
Download or read book The Patterns of Teacher Compensation written by Jay G. Chambers and published by . This book was released on 1996 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents information regarding the patterns of variation in the salaries paid to public and private school teachers in relation to various personal and job characteristics. Specifically, the analysis examines the relationship between compensation and variables such as public/private schools, gender, race/ethnic background, school level and type, teacher qualifications, and different work environments. The economic conceptual framework of hedonic wage theory, which illuminates the trade-offs between monetary rewards and the various sets of characteristics of employees and jobs, was used to analyze The Schools and Staffing Survey (SASS) database. The national survey was administered by the National Center for Education Statistics during the 1987-88, 1990-91, and 1993-94 school years. Findings indicate that on average, public school teachers earned between about 25 to 119 percent higher salaries than did private school teachers, depending on the private subsector. Between about 2 and 50 percent of the public-private difference could be accounted for by differences in teacher characteristics, depending on the private subsector. White and Hispanic male public school teachers earned higher salaries than their female counterparts. Hedonic wage theory would predict that teacher salaries would be higher in schools with more challenging, more difficult, and less desirable work environments. Schools with higher levels of student violence, lower levels of administrative support, and large class sizes paid higher salaries to compensate teachers for the additional burdens. However, some of the findings contradict the hypothesis. For example, public school teachers working in schools characterized by fewer family problems, higher levels of teacher influence on policy, and higher job satisfaction also received higher salaries. In conclusion, the results are consistent with the hypothesis that a complex array of factors underlie the processes of teacher supply and demand and hence the determination of salaries. Teachers are not all the same, but are differentiated by their attributes. At the same time, districts and schools are differentiated by virtue of the work environment they offer. Seventeen tables and two figures are included. Appendices contain technical notes, descriptive statistics and parameter estimates for variables, and standard errors for selected tables. (Contains 84 references.) (LMI)
Download or read book An Analysis of the Relationship Between Value added Compensation Student Achievement and Teacher Retention by Campus written by Russell R. Grimm and published by . This book was released on 2017 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use and effectiveness of pay for performance has been debated for years. In the time of accountability in education, many schools have resorted to various versions of pay for performance in an effort to stimulate performance from instructional staff and ultimately, increase student achievement. In addition, recent legislation has required certain states to include student performance measures in teachers’ evaluations. In response, many school districts have considered a value-added compensation system, where teachers are compensated based on their perceived contributions to student learning using data from a value-added assessment model. This researcher investigated the merit of a value-added compensation model by examining the relationship between value-added compensation, student achievement, and teacher retention. Results of this study indicated a weak, negative correlation between value-added compensation and teacher retention. Furthermore, research analysis found no significant correlation between value-added compensation and student achievement or between teacher retention and student achievement.
