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Teacher Bonuses and Teacher Retention in Low-Performing Schools

Author

Listed:
  • Charles T. Clotfelter

    (Duke University)

  • Elizabeth J. Glennie

    (Duke University)

  • Helen F. Ladd

    (Duke University)

  • Jacob L. Vigdor

    (Duke University)

Abstract

Between 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.

Suggested Citation

  • Charles T. Clotfelter & Elizabeth J. Glennie & Helen F. Ladd & Jacob L. Vigdor, 2008. "Teacher Bonuses and Teacher Retention in Low-Performing Schools," Public Finance Review, , vol. 36(1), pages 63-87, January.
  • Handle: RePEc:sae:pubfin:v:36:y:2008:i:1:p:63-87
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    Cited by:

    1. Justin Joffrion & Nathan Wozny, 2015. "Military Retention Incentives: Evidence from the Air Force Selective Reenlistment Bonus," Upjohn Working Papers and Journal Articles 15-226, W.E. Upjohn Institute for Employment Research.
    2. 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.

    More about this item

    Keywords

    turnover; salaries; compensating differential;

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