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Teacher Pay Reform and Productivity: Panel Data Evidence from Adoptions of Q-Comp in Minnesota

Teacher Pay Reform and Productivity: Panel Data Evidence from Adoptions of Q-Comp in Minnesota Teacher Pay Reform and Productivity Panel Data Evidence from Adoptions of Q-Comp in Minnesota Aaron J. Sojourner Elton Mykerezi Kristine L. West Sojourner, Mykerezi, and West abstract This paper studies the impacts of teacher pay-for-performance (P4P) reforms adopted with complementary human resource management (HRM) practices on student achievement and workforce flows. Since 2005, dozens of Minnesota school districts in cooperation with teachers' unions implemented P4P as part of the state's Quality Compensation program. Exploiting district variation in participation status and timing, we find evidence that P4P-centered HRM reform raises students' achievement by 0.03 standard deviations. Falsification tests suggest that gains are causal. They appear to be driven especially by productivity increases among less-experienced teachers. I. Introduction The potential to improve U.S. education through human resource management (HRM) reforms centered on pay-for-performance (P4P) remains an open, active question for economists and policymakers. After decades of paying teachers Aaron J. Sojourner (asojourn@umn.edu) is an assistant professor at the Carlson School of Management at the University of Minnesota. Elton Mykerezi (myker001@umn.edu) is an associate professor of Applied Economics at the University of Minnesota. Kristine L. West (klwest@stkate.edu) is an assistant professor of Economics at St. Catherine University. Thanks to Avner Ben-Ner, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Human Resources University of Wisconsin Press

Teacher Pay Reform and Productivity: Panel Data Evidence from Adoptions of Q-Comp in Minnesota

Journal of Human Resources , Volume 49 (4) – Nov 5, 2014

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Publisher
University of Wisconsin Press
Copyright
©by the Board of Regents of the University of Wisconsin System
ISSN
1548-8004
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Abstract

Teacher Pay Reform and Productivity Panel Data Evidence from Adoptions of Q-Comp in Minnesota Aaron J. Sojourner Elton Mykerezi Kristine L. West Sojourner, Mykerezi, and West abstract This paper studies the impacts of teacher pay-for-performance (P4P) reforms adopted with complementary human resource management (HRM) practices on student achievement and workforce flows. Since 2005, dozens of Minnesota school districts in cooperation with teachers' unions implemented P4P as part of the state's Quality Compensation program. Exploiting district variation in participation status and timing, we find evidence that P4P-centered HRM reform raises students' achievement by 0.03 standard deviations. Falsification tests suggest that gains are causal. They appear to be driven especially by productivity increases among less-experienced teachers. I. Introduction The potential to improve U.S. education through human resource management (HRM) reforms centered on pay-for-performance (P4P) remains an open, active question for economists and policymakers. After decades of paying teachers Aaron J. Sojourner (asojourn@umn.edu) is an assistant professor at the Carlson School of Management at the University of Minnesota. Elton Mykerezi (myker001@umn.edu) is an associate professor of Applied Economics at the University of Minnesota. Kristine L. West (klwest@stkate.edu) is an assistant professor of Economics at St. Catherine University. Thanks to Avner Ben-Ner,

Journal

Journal of Human ResourcesUniversity of Wisconsin Press

Published: Nov 5, 2014

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