RECRUITING NEW TEACHERS TO URBAN SCHOOL DISTRICTS: WHAT INCENTIVES
Many urban districts in the United States have difficulty attracting and retaining quality teachers, yet they are often themost in need of them. In response, U.S. states and districts are experimenting with financial incentives to attract andretain high-quality teachers in high-need, low-achieving,...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Simon Fraser University
2009-08-01
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| Series: | International Journal of Education Policy and Leadership |
| Subjects: | |
| Online Access: | http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/132/77 |
| _version_ | 1819129668027023360 |
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| author | ANTHONY T. MILANOWSKI HOPE LONGWELL-GRICE FELICIA SAFFOLD JANICE JONES KRISTEN SCHOMISCH ALLAN ODDEN |
| author_facet | ANTHONY T. MILANOWSKI HOPE LONGWELL-GRICE FELICIA SAFFOLD JANICE JONES KRISTEN SCHOMISCH ALLAN ODDEN |
| author_sort | ANTHONY T. MILANOWSKI |
| collection | DOAJ |
| description | Many urban districts in the United States have difficulty attracting and retaining quality teachers, yet they are often themost in need of them. In response, U.S. states and districts are experimenting with financial incentives to attract andretain high-quality teachers in high-need, low-achieving, or hard-to-staff urban schools. However, relatively little isknown about how effective financial incentives are for recruiting new teachers to high-need urban schools. This researchexplores factors that are important to the job choices of teachers in training. Focus groups were held with students atthree universities, and a policy-capturing study was done using 64 job scenarios representing various levels of pay andworking conditions. Focus group results suggested that: a) many pre-service teachers, even relatively late in their preparation,are not committed to a particular district and are willing to consider many possibilities, including high needschools; b) although pay and benefits were attractive to the students, loan forgiveness and subsidies for further educationwere also attractive; and c) small increments of additional salary did not appear as important or attractive as otherjob characteristics. The policy-capturing study showed that working conditions factors, especially principal support, hadmore influence on simulated job choice than pay level, implying that money might be better spent to attract, retain, ortrain better principals than to provide higher beginning salaries to teachers in schools with high-poverty or a high proportionof students of color. |
| first_indexed | 2024-12-22T08:47:22Z |
| format | Article |
| id | doaj.art-9caf26ec798842418b661d71826def76 |
| institution | Directory Open Access Journal |
| issn | 1555-5062 |
| language | English |
| last_indexed | 2024-12-22T08:47:22Z |
| publishDate | 2009-08-01 |
| publisher | Simon Fraser University |
| record_format | Article |
| series | International Journal of Education Policy and Leadership |
| spelling | doaj.art-9caf26ec798842418b661d71826def762022-12-21T18:32:03ZengSimon Fraser UniversityInternational Journal of Education Policy and Leadership1555-50622009-08-0148113RECRUITING NEW TEACHERS TO URBAN SCHOOL DISTRICTS: WHAT INCENTIVESANTHONY T. MILANOWSKIHOPE LONGWELL-GRICEFELICIA SAFFOLDJANICE JONESKRISTEN SCHOMISCHALLAN ODDENMany urban districts in the United States have difficulty attracting and retaining quality teachers, yet they are often themost in need of them. In response, U.S. states and districts are experimenting with financial incentives to attract andretain high-quality teachers in high-need, low-achieving, or hard-to-staff urban schools. However, relatively little isknown about how effective financial incentives are for recruiting new teachers to high-need urban schools. This researchexplores factors that are important to the job choices of teachers in training. Focus groups were held with students atthree universities, and a policy-capturing study was done using 64 job scenarios representing various levels of pay andworking conditions. Focus group results suggested that: a) many pre-service teachers, even relatively late in their preparation,are not committed to a particular district and are willing to consider many possibilities, including high needschools; b) although pay and benefits were attractive to the students, loan forgiveness and subsidies for further educationwere also attractive; and c) small increments of additional salary did not appear as important or attractive as otherjob characteristics. The policy-capturing study showed that working conditions factors, especially principal support, hadmore influence on simulated job choice than pay level, implying that money might be better spent to attract, retain, ortrain better principals than to provide higher beginning salaries to teachers in schools with high-poverty or a high proportionof students of color.http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/132/77teacheremploymentincentiveshigh-needlow achievingfinancial incentives |
| spellingShingle | ANTHONY T. MILANOWSKI HOPE LONGWELL-GRICE FELICIA SAFFOLD JANICE JONES KRISTEN SCHOMISCH ALLAN ODDEN RECRUITING NEW TEACHERS TO URBAN SCHOOL DISTRICTS: WHAT INCENTIVES International Journal of Education Policy and Leadership teacher employment incentives high-need low achieving financial incentives |
| title | RECRUITING NEW TEACHERS TO URBAN SCHOOL DISTRICTS: WHAT INCENTIVES |
| title_full | RECRUITING NEW TEACHERS TO URBAN SCHOOL DISTRICTS: WHAT INCENTIVES |
| title_fullStr | RECRUITING NEW TEACHERS TO URBAN SCHOOL DISTRICTS: WHAT INCENTIVES |
| title_full_unstemmed | RECRUITING NEW TEACHERS TO URBAN SCHOOL DISTRICTS: WHAT INCENTIVES |
| title_short | RECRUITING NEW TEACHERS TO URBAN SCHOOL DISTRICTS: WHAT INCENTIVES |
| title_sort | recruiting new teachers to urban school districts what incentives |
| topic | teacher employment incentives high-need low achieving financial incentives |
| url | http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/132/77 |
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