Teacher Bonuses and Teacher Retention in Low-Performing Schools
AbstractBetween 2001 and 2004, the state of North Carolina gave an annual salary bonus of $1,800 to certified math, science, and special education teachers in a set of low-performing and/or high-poverty secondary schools. Eligible teachers were to continue receiving the bonus as long as they continued in the school. In a survey of teachers and principals, the authors find evidence that school personnel favor the use of monetary incentives to increase the attractiveness of their workplace but were skeptical that the amount of the bonus would be sufficient to reduce the high turnover rates in their schools. Preliminary evidence on turnover rates supports this skepticism. Given that the survey evidence reveals widespread misunderstanding of the retention incentives incorporated into the program, the authors conclude that the bonus program was hampered by a series of flaws in design and implementation.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoArticle provided by in its journal Public Finance Review.
Volume (Year): 36 (2008)
Issue (Month): 1 (January)
Contact details of provider:
You can help add them by filling out this form.
CitEc Project, subscribe to its RSS feed for this item.
- Daniel Aaronson & Katherine Meckel, 2009. "How will baby boomer retirements affect teacher labor markets?," Economic Perspectives, Federal Reserve Bank of Chicago, issue Q IV, pages 2-15.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (SAGE Publications).
If references are entirely missing, you can add them using this form.