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Incentives and Effort in the Public Sector: Have U.S. Education Reforms Increased Teachers’ Work Hours?

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Author Info
Stoddard, Christiana (Montana State University)
Kuhn, Peter () (University of California, Santa Barbara and IZA Bonn)

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Abstract

Beyond some contracted minimum, salaried workers’ hours are largely chosen at the worker’s discretion and should respond to the strength of contract incentives. Accordingly, we consider the response of teacher hours to accountability and school choice laws introduced in U.S. public schools over the past two decades. Total weekly hours of full-time teachers have risen steadily since 1983 by about an hour, and after-school instructional hours have increased 34 percent since 1987. Average hours and the rate of increase also vary widely across states. However, after accounting for a common time trend in hours, we find no association between the introduction of accountability legislation and the change in teacher hours. We conjecture that the weak link between effort and compensation in most school reforms helps explain the lack of such an association.

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Publisher Info
Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 1412.

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Length: 37 pages
Date of creation: Nov 2004
Date of revision:
Handle: RePEc:iza:izadps:dp1412

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Related research
Keywords: teachers; labor supply; work hours; education reform;

Other versions of this item:

Find related papers by JEL classification:
I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
I28 - Health, Education, and Welfare - - Education - - - Government Policy
J22 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Time Allocation and Labor Supply
J44 - Labor and Demographic Economics - - Particular Labor Markets - - - Professional Labor Markets and Occupations
J45 - Labor and Demographic Economics - - Particular Labor Markets - - - Public Sector Labor Markets

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    Other versions:
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    Other versions:
  4. Hoxby, Caroline Minter, 1996. "How Teachers' Unions Affect Education Production," The Quarterly Journal of Economics, MIT Press, vol. 111(3), pages 671-718, August. [Downloadable!] (restricted)
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    Other versions:
  6. Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2004. "How Much Should We Trust Differences-in-Differences Estimates?," The Quarterly Journal of Economics, MIT Press, vol. 119(1), pages 249-275, February. [Downloadable!] (restricted)
    Other versions:
  7. Victor Lavy, 2002. "Evaluating the Effect of Teachers' Group Performance Incentives on Pupil Achievement," Journal of Political Economy, University of Chicago Press, vol. 110(6), pages 1286-1317, December. [Downloadable!] (restricted)
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    Other versions:
  11. Thomas J. Kane & Douglas O. Staiger, 2002. "The Promise and Pitfalls of Using Imprecise School Accountability Measures," Journal of Economic Perspectives, American Economic Association, vol. 16(4), pages 91-114, Fall. [Downloadable!] (restricted)
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    Other versions:
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