Does performance related pay for teachers improve student performance? Some evidence from India

In this paper data from a school survey in India is used to ask if there is evidence for the payment of performance related pay and whether such pay structures do impact on student achievement. It is shown that - after controlling for student ability, parental background and the resources available - private schools get significantly better academic results by relating pay to achievement; government schools do not. We discuss possible interpretations of this result.

Does performance related pay for teachers improve student performance? Some evidence from India.

In this paper data from a school survey in India is used to ask if there is evidence for the payment of performance related pay and whether such pay structures do impact on student achievement. It is shown that - after controlling for student ability, parental background and the resources available - private schools get significantly better academic results by relating pay to achievement; government schools do not. We discuss possible interpretations of this result.

Dual-Career Couples in Academia : Does Wage Growth Suffer When One’s Partner Works for the Same University?

Extending the literature on monopsony in academic labor markets, we find that faculty pay is inversely related to seniority in both cross-sectional and longitudinal data sets for a large public university in the United States. Fixed-effects results indicate that the negative relationship cannot be explained by lower quality of senior faculty. Arguing that mobility costs are higher when both partners work for the same university, we allow monopsony power to vary by employment status of partner. We find that pay of male faculty is negatively and significantly related to the number of years the partner has been employed by the university and that the penalty is greater when couples are hired together.Monopsony, academic labor market

Bridging academia and industry: how geographic hubs connect university science and corporate technology

Innovative firms rely increasingly on academic science, yet they exploit only a small fraction of all academic discoveries. Which discoveries in academia do firms build upon? We posit that hubs play the role of bridges between academic science and corporate technology. Tracking citations from patents to approximately 10 million academic articles, we find that hubs facilitate the flow of academic science into corporate inventions in two ways. First, hub-based discoveries in academia are of higher quality and are more applied. Second, firms—in particular young, innovative, science-oriented ones—pay disproportionate attention to hub-based discoveries. We address concerns regarding unobserved heterogeneity by confirming the role of firms’ attention to hub-based science in a set of 147 simultaneous discoveries. Importantly, hubs not only facilitate localized knowledge flow but also extend the geographic reach of academic science, attracting the attention of distant firms.http://10.0.5.7/mnsc.2019.3385Published versio

How and Why has Teacher Quality Changed in Australia?

International research suggests that differences in teacher performance can explain a large portion of student achievement. Yet little is known about how the quality of the Australian teaching profession has changed over time. Using consistent data on the academic aptitude of new teachers, we compare those who have entered the teaching profession in Australia over the past two decades. We find that the aptitude of new teachers has fallen considerably. Between 1983 and 2003, the average percentile rank of those entering teacher education fell from 74 to 61, while the average rank of new teachers fell from 70 to 62. One factor that seems to have changed substantially over this period is average teacher pay. Compared to non-teachers with a degree, average teacher pay fell substantially over the period 1983-2003. Another factor is pay dispersion in alternative occupations. During the 1980s and 1990s, non-teacher earnings at the top of the distribution rose faster than earnings at the middle and bottom of the distribution. For an individual with the potential to earn a wage at the 90th percentile of the distribution, a non-teaching occupation looked much more attractive in the 2000s than it did in the 1980s. We believe that both the fall in average teacher pay, and the rise in pay differentials in non-teaching occupations are responsible for the decline in the academic aptitude of new teachers over the past two decades.test scores, teacher salary, occupational choice

Executive Pay in the Public Sector: The Case of CEOs in UK Universities

We analyse top management public sector pay using a panel data of university Vice Chancellors (VC) in UK. We assess how institutional performance, hierarchical effects, and personal characteristics determine VC pay. VC personal data covers personal details, qualifications and career history, which let us distinguish between internal promotions and hires from outside academia. We use the results of three Research Assessment Exercises as academic performance indicators, and university financial positions as measures of sound executive management. We analysed the importance of university salary structure and how they affect VC pay. Fixed and random institutional effects are also identified and analysed.pay, public sector, CEO, universities

The Pay Parity Matrix A Toll For Analysing The Structure of Pay

This paper introduces a new tool for measuring relative pay within organisations, which we call the “pay parity (PP) matrix” and discusses its advantages and useful properties. The PP matrix allows us to conveniently measure, and draw inferences about, the nature of the whole remuneration schedule, such as its gradient and smoothness. We illustrate the application of the PP matrix by using data on the remuneration of academic executives. This tool has wider uses whenever matrix comparisons are involved.

The Effects of Working for Pay during the School Year on Academic Achievement

Are college students who hold paying jobs systematically disadvantaged in terms of academic achievement? This study draws on a sample of 340 undergraduate students at a large public university to examine the relationship between socioeconomic status and academic achievement. Socioeconomic status was measured by the presence of a paid job during the school year, and achievement was measured using GPA. The findings indicate that students who worked during the school year were less likely to be “A” students than students who did not work during the school year. This relationship was more pronounced for female college students than for male college students. Future research on this topic should use a larger sample that is more representative of the population, in order to generalize these results. The results of this study show possible reproduction of inequality present in post-secondary education

In brief: performance pay for teachers: is it working?.

The introduction of performance-related pay in England's schools has had a generally bad press. But David Marsden and Richard Belfield find that it is starting to have a positive impact both on school management and pupils' academic achievements.