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Staffing a Low-Performing School: Behavioral Responses to Selective Teacher Transfer Incentives (Journal Article)

Author

Listed:
  • Ali Protik
  • Steven Glazerman
  • Julie Bruch
  • Bing-ru Teh

Abstract

In this journal article, Protik et al. examine behavioral responses to an incentive program that offers high-performing teachers in 10 school districts across the country $20,000 to transfer into the hardest-to-staff schools in those districts.

Suggested Citation

  • Ali Protik & Steven Glazerman & Julie Bruch & Bing-ru Teh, 2015. "Staffing a Low-Performing School: Behavioral Responses to Selective Teacher Transfer Incentives (Journal Article)," Mathematica Policy Research Reports a22112a4287340c58be8fe2b5, Mathematica Policy Research.
    • Handle: RePEc:mpr:mprres:a22112a4287340c58be8fe2b515fc249
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    File URL: http://www.mitpressjournals.org/doi/full/10.1162/EDFP_a_00174#.ViU28v6FOot
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    Cited by:

    1. Cowan, James & Goldhaber, Dan, 2018. "Do bonuses affect teacher staffing and student achievement in high poverty schools? Evidence from an incentive for national board certified teachers in Washington State," Economics of Education Review, Elsevier, vol. 65(C), pages 138-152.

    More about this item

    Keywords

    education; teachers; school; TTI; random assignment;
    All these keywords.

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