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. We find that two factors account for much of the decline: a fall in average teacher pay (relative to other occupations) and a rise in pay differentials in non‐teaching occupations.     

Holdup and wage dispersion

This paper provides a search-theoretic model of the labor market, in which large firms hire workers sequentially and wages are bargained with full commitment. The firm's optimal vacancy-posting strategy trades off the fact that a larger size decreases marginal benefits from subsequent jobs, but avoids higher future recruiting costs attributable to the holdup effect. The holdup effect is dominant if the production function is not sufficiently concave, resulting in firm-size wage premium. The equilibrium features wage dispersion both within and between firms. When calibrated to the U.S. data, the extended model accounts for 67%–84% of the observed wage dispersion, among which 13%–27% is attributed to the holdup effect.     

A quantitative analysis of Turkish Private Education Reform

A recent education policy Turkish government is wishing to undertake is to shut down all private supplementary education centers (SECs) unless SECs manage to convert into a private school. With this policy, the government is willing to increase equality of opportunity among students. We show quantitatively that the policy, in fact, leads to a decrease in equality of opportunity since SECs are given the option to convert into private schools. We use a political economy model of education at which households, heterogeneous with respect to exogenously set income, choose among a continuum of private schools differentiated by tuition and a public school. Households choosing the public school can privately supplement their child's education spending in any amount. Public school is free of charge, and its spending is financed by income tax revenue collected from all households. Income tax rate is determined by majority voting. Achievement of a child depends only on educational spending. We calibrate the model's parameters by matching certain targets from 2013 Turkish data. We then exogenously restrict the supplemental education spending to zero in a counterfactual experiment. We find that variance of achievement (or inequality of opportunity) increases by 23.51% and mean achievement decreases by 1.74%.     

The effects of merit pay on teacher job satisfaction

The purpose of this study is to determine if the existence of a district-level merit pay system has any effects on teacher job satisfaction. Using a large sample of public school teachers from the year 2007, the results of this study suggest that teachers who work in districts that use a merit pay system are no less satisfied with their jobs than are other teachers; these results are consistent for both an ordered probit model and a two-stage analysis. Although the effect of merit pay on overall job satisfaction was insignificant, teachers in merit pay districts were less enthusiastic, did not think teaching was important, and were more likely to leave for better pay. However, in examining a sample of teachers who worked only in merit pay districts, it was found that teachers who received merit pay were more satisfied overall with their jobs than were teachers who did not receive merit pay.     

THE WAGE IMPACT OF TEACHERS UNIONS: A META‐ANALYSIS

The literature examining the impact of teachers unions on education is very large and diverse. We meta‐analyze the literature on the wage impacts of teachers unions to try to draw out general findings, the importance of empirical model specification, and samples. A key finding of this study is that the average wage impact estimated by the included papers is modest, around 2%–4.5%. Our findings also suggest that the quality of an empirical strategy significantly affects the size of the estimated impact. We find that teachers union wage impacts have varied over time. The largest impacts appear to be following the rapid expansion of teacher unionism in the 1970s. Finally, we gain new insight into the goals of teachers unions by using the increased statistical power of meta‐analytic techniques to show that unions increase the wages of new teachers and not just senior teachers. (JEL J51, I21, I30)     

CONSEQUENCES OF MINIMUM WAGE INDEXING

During the 1980s, the minimum wage fell relative to prices and average wages in the U.S. economy. If the minimum to average wage ratio had been constant at the level maintained through the 1970s, the minimum wage would have been $5.51 in 1993. If the 1993 minimum wage had increased to $5.51, payments to minimum wage workers would have increased by an estimated $20.3 billion, and the number of people earning that wage would have risen from 2.0 million to 14.7 million. Elasticity estimates generated from other studies indicate that employment would have fallen 240,000 (4.4%) among 16–19 year olds and 349,000 (3.0%) among 20–24 year olds. Wage payments to minimum wage workers would have substantially increased, but the effect on family income distribution would have been small. Many minimum wage workers are children living with parents or adults in a family with other earners. Consequently, 75% of minimum wage workers account for less than half of their family's income.     

Teacher sorting, teacher quality, and student composition

Using panel data for Norwegian schools, we establish a two-equation supply and demand model for teachers with approved education. Taking into account nationally determined teacher pay and a strict teacher appointment rule, the data enable us to separately estimate supply and demand functions for certified teachers. The results clearly indicate that the student body composition, and in particular students belonging to ethnic minorities, influences both teacher supply and teacher demand. The implied negative relationship between excess demand for certified teachers and the share of minority students is likely to be important for teacher quality.     

WAGES AND EMPLOYMENT IN THE U.S. APPAREL INDUSTRY

This article uses individual-level data from the U.S. Census, Public Use Microdata Sample (PUMS), to examine wages and employment in the U.S. apparel industry. Total employment in this sector has been falling since 1970, and its overall average wage is the lowest of 25 industry aggregates. But disaggregation by gender, education, and nativity reveals that groups of highly educated male native workers earn higher average wages in apparel than in other industries. Moreover, after adjusting for observed individual differences in human capital (in addition to the three characteristics used to form worker subsets), highly educated male natives earn positive wage premiums in this sector. In contrast, most categories of immigrants and female natives earn relatively low average wages and experience negative wage premiums in apparel. This variation in the adjusted industry wage premiums across worker groups may be related to apparel's relative exposure to imports and immigrant workers.     

Accountability,incentives and behavior: the impact of high-stakes testing in the Chicago Public Schools

The recent federal education bill, No Child Left Behind, requires states to test students in grades 3 to 8 each year and to judge school performance on the basis of these test scores. While intended to maximize student learning, there is little empirical evidence about the effectiveness of such policies. This study examines the impact of an accountability policy implemented in the Chicago Public Schools in 1996–1997. Using a panel of student-level, administrative data, I find that math and reading achievement increased sharply following the introduction of the accountability policy, in comparison to both prior achievement trends in the district and to changes experienced by other large, urban districts in the mid-west. However, for younger students, the policy did not increase performance on a state-administered, low-stakes exam. An item-level analysis suggests that the observed achievement gains were driven by increases in test-specific skills and student effort. I also find that teachers responded strategically to the incentives along a variety of dimensions—by increasing special education placements, preemptively retaining students and substituting away from low-stakes subjects like science and social studies.     

Student loans and the allocation of graduate jobs

Higher education is not just a costly signal of native talent but also a means of raising a person's ability to hold a graduate job (and at least a certain educational achievement is required to get one). Graduate jobs differentiated by quality are allocated to graduates differentiated by native talent and parental wealth through a tournament. Non‐graduates jobs pay a fixed wage to those who do not participate in the tournament. Assuming that credit is rationed, some poor school leavers will go straight into the non‐graduate labour market even if they are talented enough to get a higher education and participate in the tournament. Some others will buy the same amount of higher education and end up doing graduate jobs of the same quality as less talented but richer school leavers. We show that student loans improve job matching and bring educational investments closer to efficiency. If the size of the loan is not very large, some poor school leavers will still be liquidity‐constrained and thus buy the same amount of higher education as less talented but richer ones. In that case, the former will get a productivity bonus. But raising the size of the loan to such a level that nobody is liquidity‐constrained could be socially optimal only if social preferences were extremely egalitarian.     

Labour market institutions and the industry wage distribution

The paper studies the industry wage structures of Austria, Norway, the union sector of the U. S. as well as the non-union sector of the U. S. We make comparable regressions for each country, and are thus able to compare the sectoral earnings patterns controlling for the usual individual characteristics. Our results confirm the hypothesis that the pattern of the inter-industry pay structure is largely independent of labour market institutions: High paying industries in a non-union environment tend to pay high wages also in regimes where bargaining is very centralised and coordinated.This, however, does not mean that collective bargaining does not matter. The influence is mainly on the amount of wage dispersion: We find considerably lower industry pay gaps in centralised Austria and Norway than in decentralised U. S. Within the U. S., pay differentials within the union sector slightly exceed those of the non-union sector.The results give support to non-competitive explanations of the labour market. If efficiency wage mechanisms are the reason for wage differentials we expect central bargainers to internalise these effects. Competitive explanations, on the other hand, would predict no difference between the non-union outcome and a central agreement aiming at achieving full employment.This work was conducted while we were both affiliated with the University of California at Berkeley, and we thank the Institute of Industrial Relations at the University of California, Berkeley, for its support and hospitality. The research was supported by the Austrian Fonds zur Förderung der wissenschaftlichen Forschung under the project JO548-SOZ (Zweimüller) and the Norwegian NORAS under the LOS program (Barth). A preliminary version of the paper was presented at the Labour Seminar at the University of California, Berkeley. We thank the participants, especially Bill Dickens and Jonathan Leonard for valuable comments. We are indebted to Bill Dickens also for giving us access to the U. S. data set CPS 1983. Thanks also to Herbert Walther for useful comments.     

The minimum wage, employment, and the AS-IF methodology: A forecasting approach to evaluating the minimum wage

Out-of-sample employment forecasts for 33 U.S. industries which are likely to be sensitive to the federal minimum wage are, more often than not, more accurate when information about the minimum wage is not taken into account. This is true even in instances where this information improves wage forecasts. When employment forecasts conditional on the minimum wage are better, the improvement is typically small. These results are invariant to the number of workers previously making less than the new minimum wage, and to the value of the minimum wage relative to industry average wages. First version received: August 1999/Final version received: July 2000     

Remedying "Unfair Acts": U.S. Pay Equity by Race and Gender

Case studies in Canada, Australia, and the U.S. have found that pay equity (or comparable worth) has reduced the gender-based wage gap substantially, and results of research on the gender composition of jobs have been used guiding pay equity implementation. But, in general, the racial composition jobs remains overlooked in the literature and in public policy. We extend previous work on eliminating the wage penalty of employment in female-dominated occupations to estimating the potential effect of adopting comparable worth to alleviate race- as well as gender-based wage discrimination. First we report the negative impact of racial-ethnic and female composition of jobs on pay in the U.S. Correcting for this form of wage discrimination, we find that implementing comparable worth would appreciably narrow the race- and gender-based wage gaps and significantly reduce the percent of workers earning poverty-level wages, especially among women of color. Close to 50 percent of women of color and 40 percent of white women currently earning less than the federal poverty threshold for a family of three would be lifted out of poverty. Second, we show that, in addition to the effects of occupational concentration, being a woman, an African-American, or a worker of Hispanic origin negatively and significantly affects pay. Not every type of wage discrimination is alleviated by a pay equity policy, which is why activists have also supported anti-discrimination and affirmative action policies for women and people of color.     

Teacher unions, teacher pay and student performance in India: A pupil fixed effects approach

This paper examines the relationship between teacher unionization, student achievement and teachers' pay using a cross-section of data from private schools in India. We use differences in student mark across subjects to identify within-pupil variation in achievement and find that union membership of the teacher is associated with reduced pupil achievement. We find no evidence this could be due to the unobservables not controlled for by this procedure. A school fixed effects equation of teacher pay shows that union membership raises pay and in this case too we find that remaining unobservables are unlikely to explain this outcome. We discuss the policy implications of the findings and show that the effectiveness of teacher credentials in improving teacher performance is linked to unionization.     

The Education/Growth Relationship: Evidence from Real State Panel Data

This article employs 1963–97 panel data for the 48 contiguous U.S. states (and District of Columbia) to examine the relationship between real personal income and real education expenditures as well as that between real personal income and six measures of real research and development expenditures. Bivariate regressions are employed to determine whether the information content between real education expenditures and real income runs from real income to real education spending or vice versa. The authors find that when data are relative to the U.S. average, the direction of information content runs from real state-level education expenditures to real state-level income. (JEL I2 , H72 )     

School Finance Litigation, Tax and Expenditure Limitations, and Education Spending

Since the early 1970s, litigation in many U.S. states has led to education finance reform. Over the same period, many states have imposed new tax and expenditure limitations (TELs) on local governments. The imposition of a TEL may alter how local and state education expenditures change subsequent to court-mandated decreases in spending inequality. Similarly, the effectiveness of TELs in limiting local education expenditures may be influenced by reform. To better evaluate the effects of reform and TELs on education spending, this article considers them jointly and finds that reform has a negative effect on local own-source education expenditures only in the presence of TELs. In the absence of court-ordered reform, TELs decrease own-source expenditure, but the effect is less pronounced than when TELs are present with reform. When both are present, state government spending on education is higher. Also TELs and court-ordered reform independently increase state government spending on education. (JEL H72 , I22 )     

GOVERNMENT SPENDING,ENTRY, AND THE CONSUMPTION CROWDING‐IN PUZZLE

This article documents empirically that net firm entry robustly rises after a U.S. government spending expansion. We use this new finding to test the empirical validity of various model features that have been proposed to generate consumption crowding‐in after positive expenditure shocks. Endogenous‐entry models typically fail to generate the observed joint increase in consumption and entry. Model features that dampen the wealth effect, such as rule‐of‐thumb households or complementarity between labor and consumption in preferences, tend to reduce entry. We show that utility‐ or productivity‐enhancing public spending can reconcile the model with our documented fact and performs well empirically.     

关于农村全科型小学教师体育素养的思考

我国农村小学经费短缺,体育教师严重缺失,体育教学现状令人堪忧,严重地制约了农村基础教育的发展,培养一支具有体育素养的全科型小学教师队伍迫在眉睫,它是农村基础教育可持续与健康发展的根本保障。教师教育与社会发展结合起来,更能体现学科的生命力和价值,尽快缩短农村体育教育与国内外发达地区的教育差距,对实施基础教育新课程背景下的体育教学改革具有一定的重要性和迫切性。     

Labor taxation, public finance, and wage determination: evidence from OECD countries

This paper analyzes the relationship between unemployment, average effective labour tax rates and public spending in 17 OECD countries. The focus is on the degree of centralization and cooperation in wage setting. Estimation results from a dynamic time-series-cross-section model suggest that the countries where wage setting takes place at the firm level have used labour taxes less extensively in financing welfare spending, compared to countries with centralized or decentralized bargaining. This is consistent with another finding, according to which labour taxes distort the labour demand the least in the countries with firm level bargaining.     

Fiscal financing and the efficacy of fiscal policy in Korea: An empirical assessment with comparison to the U.S. evidence

This paper aims to assess the empirical implications of fiscal financing in Korea and study how they differ from those of the U.S. We estimate two versions of the dynamic stochastic general equilibrium (DSGE) model—a small open economy (SOE) model for Korea and its closed economy counterpart for the U.S.—in which the former nests the latter as a special case. The fiscal policy specification posits that government spending, lump-sum transfers, and distortionary taxation on labor income, capital income and consumption expenditures respond to the level of government debt and the state of economic activity. Analysis of the data from 2000 to 2015 shows that distortionary capital taxes play a critical role in stabilizing government debt in the U.S., whereas non-distorting fiscal instruments are the primary means of fiscal adjustment in Korea. Regarding the magnitude of debt-financed fiscal stimuli, the substantial trade openness of Korea is significant in that it produces relatively smaller government spending and transfer multipliers compared to the U.S.