TY  - JOUR
AU  - Clotfelter,Charles
AU  - Glennie,Elizabeth
AU  - Ladd,Helen
AU  - Vigdor,Jacob
TI  - Would Higher Salaries Keep Teachers in High-Poverty Schools? Evidence from a Policy Intervention in North Carolina
JF  - National Bureau of Economic Research Working Paper Series
VL  - No. 12285
PY  - 2006
Y2  - June 2006
UR  - http://www.nber.org/papers/w12285
L1  - http://www.nber.org/papers/w12285.pdf
N1  - Author contact info:
Charles T. Clotfelter
Sanford Institute of Public Policy
Box 90245 Duke University
Durham, NC 27708
Tel: 919/613-7361
E-Mail: charles.clotfelter@duke.edu

Helen Ladd
Sanford School of Public Policy
Box 90245  Duke University
Durham, NC 27708
Tel: 919-613-7352
Fax: 919-681-8288
E-Mail: hladd@duke.edu

Jacob L. Vigdor
Terry Sanford Institute of Public Policy
Duke University
Durham, NC 27708
Tel: 919/613-9226
Fax: 919/681-8288
E-Mail: jacob.vigdor@duke.edu
M2  - featured in NBER digest on 2006-06-12
AB  - For a three-year time period beginning in 2001, North Carolina awarded an annual bonus of $1,800 to certified math, science and special education teachers working in high poverty or academically failing public secondary schools. Using longitudinal data on teachers, we estimate hazard models that identify the impact of this differential pay by comparing turnover patterns before and after the program%u2019s implementation, across eligible and ineligible categories of teachers, and across eligible and barely-ineligible schools. Results suggest that this bonus payment was sufficient to reduce mean turnover rates of the targeted teachers by 12%. Experienced teachers exhibited the strongest response to the program. Finally, the effect of the program may have been at least partly undermined by the state%u2019s failure to fully educate teachers regarding the eligibility criteria. Our estimates most likely underpredict the potential outcome of a program of permanent salary differentials operating under complete information.
ER  -