Teacher Incentive Pay Programs in the United States: Union Influence and District Characteristics

International Journal of Education Policy and Leadership

View Publication Info
 
 
Field Value
 
Title Teacher Incentive Pay Programs in the United States: Union Influence and District Characteristics
 
Creator Liang, Guodong; University of Missouri
Zhang, Ying
Huang, Haigen
Qiao, Zhaogang
 
Subject
incentive pay; performance-related pay; teacher recruitment; teacher retention; SASS
 
Description This study examined the characteristics of teacher incentive pay programs in the United States. Using the 2007–08 SASS data set, it found an inverse relationship between union influence and districts’ incentive pay offerings. Large and ethnically diverse districts in urban areas that did not meet the requirements for Adequate Yearly Progress as defined under the No Child Left Behind Act are more likely to offer a larger number of economic incentives. Although rural districts are likely to reward teachers in hard-to-staff schools, they are not more likely to reward teachers who are certified by the National Board or who teach in the subject areas of shortage, nor are they more likely to offer multiple financial incentives.
 
Publisher IJEPL is a joint publication of PDK International, SFU, and GMU
 
Contributor
 
Date 2015-05-06
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
research-article
Quantitative; secondary data analysis; SASS
 
Format application/pdf
 
Identifier http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/491
 
Source International Journal of Education Policy and Leadership; Vol 10, No 3 (2015): Teacher Incentive Pay Programs in the United States: Union Influence and District Characteristics
1555-5062
 
Language eng
 
Relation http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/491/147
 
Rights Copyright (c) 2015 Guodong Liang, Ying Zhang, Haigen Huang, Zhaogang Qiao
http://creativecommons.org/licenses/by-sa/4.0
 

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