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Does merit pay reward good teachers? Evidence from a randomized experiment

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Author Info

  • Thomas S. Dee

    (Department of Economics, Swarthmore College)

  • Benjamin J. Keys

    (Department of Economics, University of Michigan)

Abstract

A common criticism of merit-pay plans is that they fail to systematically target rewards to the most effective teachers. This study presents new evidence on this issue by evaluating data from Tennessee's Career Ladder Evaluation System and the Project STAR class-size experiment. Because the students and teachers participating in the experiment were randomly assigned, inferences about the relative quality of teachers certified by the career ladder should be unbiased. The results indicate that Tennessee's career ladder had mixed success in rewarding teachers who increased student achievement. Assignment to career-ladder teachers increased mathematics scores by roughly 3 percentile points but generally had smaller and statistically insignificant effects on reading scores. © 2004 by the Association for Public Policy Analysis and Management.

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File URL: http://hdl.handle.net/10.1002/pam.20022
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Bibliographic Info

Article provided by John Wiley & Sons, Ltd. in its journal Journal of Policy Analysis and Management.

Volume (Year): 23 (2004)
Issue (Month): 3 ()
Pages: 471-488

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Handle: RePEc:wly:jpamgt:v:23:y:2004:i:3:p:471-488

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Web page: http://www3.interscience.wiley.com/journal/34787/home

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References

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  1. Alan B. Krueger, 1997. "Experimental Estimates of Education Production Functions," NBER Working Papers 6051, National Bureau of Economic Research, Inc.
  2. Cooper, Samuel T. & Cohn, Elchanan, 1997. "Estimation of a frontier production function for the South Carolina educational process," Economics of Education Review, Elsevier, vol. 16(3), pages 313-327, June.
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Cited by:
  1. Elizabeth Cascio & Diane Whitmore Schanzenbach, 2007. "First in the Class? Age and the Education Production Function," NBER Working Papers 13663, National Bureau of Economic Research, Inc.
  2. Belfield, Clive R. & Heywood, John S., 2008. "Performance pay for teachers: Determinants and consequences," Economics of Education Review, Elsevier, vol. 27(3), pages 243-252, June.
  3. Adele Atkinson & Simon Burgess & Bronwyn Croxson & Paul Gregg, 2004. "Evaluating the Impact of Performance-related Pay for Teachers in England," The Centre for Market and Public Organisation 04/113, Department of Economics, University of Bristol, UK.
  4. Jesse Rothstein, 2007. "Do Value-Added Models Add Value? Tracking, Fixed Effects, and Causal Inference," Working Papers 1036, Princeton University, Department of Economics, Center for Economic Policy Studies..
  5. Finn Christensen & James Manley & Louise Laurence, 2010. "The Allocation of Merit Pay in Academia," Working Papers 2010-13, Towson University, Department of Economics, revised Jul 2010.
  6. Peterson, Paul E. & Llaudet, Elena, 2006. "On the Public-Private School Achievement Debate," Working Paper Series rwp06-036, Harvard University, John F. Kennedy School of Government.
  7. Finn Christensen & James Manley & Louise Laurence, 2011. "The Allocation of Merit Pay in Academia: A Case Study," Economics Bulletin, AccessEcon, vol. 31(2), pages 1548-1562.
  8. Alejandro Ome V., 2012. "The Effects of Meritocracy for Teachers in Colombia," INFORMES DE INVESTIGACIÓN 010260, FEDESARROLLO.

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