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This report presents information regarding the patterns of variation in the salaries paid to public and private school teachers in relation to various personal and job characteristics. Specifically, the analysis examines the relationship between compensation and variables such as public/private schools, gender, race/ethnic background, school level and type, teacher qualifications, and different work environments. The economic conceptual framework of hedonic wage theory, which illuminates the trade-offs between monetary rewards and the various sets of characteristics of employees and jobs, was used to analyze The Schools and Staffing Survey (SASS) database. The national survey was administered by the National Center for Education Statistics during the 1987-88, 1990-91, and 1993-94 school years. Findings indicate that on average, public school teachers earned between about 25 to 119 percent higher salaries than did private school teachers, depending on the private subsector. Between about 2 and 50 percent of the public-private difference could be accounted for by differences in teacher characteristics, depending on the private subsector. White and Hispanic male public school teachers earned higher salaries than their female counterparts. Hedonic wage theory would predict that teacher salaries would be higher in schools with more challenging, more difficult, and less desirable work environments. Schools with higher levels of student violence, lower levels of administrative support, and large class sizes paid higher salaries to compensate teachers for the additional burdens. However, some of the findings contradict the hypothesis. For example, public school teachers working in schools characterized by fewer family problems, higher levels of teacher influence on policy, and higher job satisfaction also received higher salaries. In conclusion, the results are consistent with the hypothesis that a complex array of factors underlie the processes of teacher supply and demand and hence the determination of salaries. Teachers are not all the same, but are differentiated by their attributes. At the same time, districts and schools are differentiated by virtue of the work environment they offer. Seventeen tables and two figures are included. Appendices contain technical notes, descriptive statistics and parameter estimates for variables, and standard errors for selected tables. (Contains 84 references.) (LMI)
The Economics of Education: A Comprehensive Overview, Second Edition, offers a comprehensive and current overview of the field of that is broadly accessible economists, researchers and students. This new edition revises the original 50 authoritative articles and adds Developed (US and European) and Developing Country perspectives, reflecting the differences in institutional structures that help to shape teacher labor markets and the effect of competition on student outcomes.
Since its initial publication and multiple reprints in hardcover in 2005, Teachers Have It Easy has attracted the attention of teachers nationwide, appearing on the New York Times extended bestseller list, C-SPAN, and NPR's Marketplace, in additio...
Introductory Statistics 2e provides an engaging, practical, and thorough overview of the core concepts and skills taught in most one-semester statistics courses. The text focuses on diverse applications from a variety of fields and societal contexts, including business, healthcare, sciences, sociology, political science, computing, and several others. The material supports students with conceptual narratives, detailed step-by-step examples, and a wealth of illustrations, as well as collaborative exercises, technology integration problems, and statistics labs. The text assumes some knowledge of intermediate algebra, and includes thousands of problems and exercises that offer instructors and students ample opportunity to explore and reinforce useful statistical skills. This is an adaptation of Introductory Statistics 2e by OpenStax. You can access the textbook as pdf for free at openstax.org. Minor editorial changes were made to ensure a better ebook reading experience. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution 4.0 International License.
This presentation is based on the following principles: 1. The key accountability for schools is to improve student performance. 2. Teachers in the classroom (including those in hard-to-staff fields such as math and special education) and their instructional practice are the single most important factors that will lead to improved student performance. 3. Teacher compensation is the single biggest part of the education budget (often more than 60%). 4. Therefore, linking pay to teacher performance â instructional practice that produces student learning gains is the best way to expend money in a way that ultimately improves student performance. This book shows how the connections among those principles are playing. [Web, ed].
The interrelation among race, schooling, and labor market opportunities of American blacks can help us make sense of the relatively poor economic status of blacks in contemporary society. The role of these factors in slavery and the economic consequences for blacks has received much attention, but the post-slave experience of blacks in the American economy has been less studied. To deepen our understanding of that experience, Robert A. Margo mines a wealth of newly available census data and school district records. By analyzing evidence concerning occupational discrimination, educational expenditures, taxation, and teachers' salaries, he clarifies the costs for blacks of post-slave segregation. "A concise, lucid account of the bases of racial inequality in the South between Reconstruction and the Civil Rights era. . . . Deserves the careful attention of anyone concerned with historical and contemporary race stratification."—Kathryn M. Neckerman, Contemporary Sociology "Margo has produced an excellent study, which can serve as a model for aspiring cliometricians. To describe it as 'required reading' would fail to indicate just how important, indeed indispensable, the book will be to scholars interested in racial economic differences, past or present."—Robert Higgs, Journal of Economic Literature "Margo shows that history is important in understanding present domestic problems; his study has significant implications for understanding post-1950s black economic development."—Joe M. Richardson, Journal of American History

Teacher Salaries

United States. Congress. House. Committee on the District of Columbia. Subcommittee on Business, Commerce and Fiscal Affairs

Published: 1972

Total Pages: 1388


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