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Direct linkDee, Thomas; Wyckoff, James – National Bureau of Economic Research, 2013
Teachers in the United States are compensated largely on the basis of fixed schedules that reward experience and credentials. However, there is a growing interest in whether performance-based incentives based on rigorous teacher evaluations can improve teacher retention and performance. The evidence available to date has been mixed at best. This…
Descriptors: Teacher Evaluation, Public Schools, Public School Teachers, Urban Schools
Boyd, Donald; Grossman, Pamela; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – National Bureau of Economic Research, 2005
We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high poverty urban schools. Using data on students and teachers in grades three through eight, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student…
Descriptors: Achievement Gains, Urban Schools, Academic Achievement, Preservice Teacher Education
Peer reviewedBoyd, Donald; Grossman, Pamela; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – Education Finance and Policy, 2006
We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high-poverty urban schools. Using data on students and teachers in grades 3-8, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. We ask…
Descriptors: Urban Schools, Poverty, Teacher Education Programs, Academic Achievement
