CEDR Publications: Teacher Compensation

DeArmond, M. & Goldhaber, D. (Forthcoming). Scrambling the Nest Egg: How Well Do Teachers Understand Their Pensions and What Do They Think About Alternative Pension Structures? Education Finance and Policy, 5(4).external hyperlink

Goldhaber, D., DeArmond, M., & DeBurgomaster, S. (Forthcoming). Teacher Attitudes About Compensation Reform: Implications for Reform Implementation. Industrial and Labor Relations Review. pdf

Goldhaber, D., & Walch, J. (2011). Strategic Pay Reform: A Student Outcomes-Based Evaluation of Denver's ProComp Teacher Pay Initiative. CEDR Working Paper 2011-3. University of Washington, Seattle, WA.pdf

Goldhaber, D., Destler, K., & Player, D. (2010). Teacher Labor Markets and the Perils of Using Hedonics to Estimate Compensating Differentials in the Public Sector. Economics of Education Review, 29(1), 1-17. pdf

Goldhaber, D. (2009). Exploring the Use of Incentives to Influence the Quality and Distribution of Teachers. In S. Sclafani (Ed.), Evaluating and Rewarding the Quality of Teachers: International Practices. Organization of Economic Development and Cooperation, OECD.external hyperlink

Goldhaber, D. (2009). Politics of Teacher Pay Reform. In M. G. Springer (Ed.), Performance Incentive: Their Growing Impact on American K-12 Education. Washington, DC: Brookings Institution Press.external hyperlink

Goldhaber, D, & Hannaway, J. (Ed.) (2009). Creating a New Teaching Profession. Washington, DC: Urban Institute Press.external hyperlink

Goldhaber, D. & Hansen, M. (2009). National Board Certification and Teachers' Career Path: Does NBPTS Certification Influence How Long Teachers Remain in the Profession and Where They Teach?. Education Finance and Policy, 4(3), 229-262. pdf

Goldhaber, D., Player, D., DeArmond, M., & Choi, H. (2008). Why Do So Few Public School Districts Use Merit Pay?. Journal of Education Finance, 33(3), 262-289.pdf

Goldhaber, D. & DeArmond, M. (2007, December 19). Reform the way we pay teachers. Seattle Times.external hyperlink

Goldhaber, D. (2006, December). More Different Than Alike: Variation in Teacher Quality and a Call for Teacher Workforce Policies. Prepared for the National Education Association's Visiting Scholar Series.

Goldhaber, D. & Player, D. (2005). What Different Benchmarks Suggest About How Financially Attractive it is to Teach in Public Schools. Journal of Education Finance, 30(3), 211-230.pdf

Eide, E., Goldhaber, D., & Brewer, D. (2004). The Teacher Labour Market and Teacher Quality. Oxford Review of Economic Policy, 20, 230-244.external hyperlink

Goldhaber, D., Eide, E., & Liu, A.. (2003). Concerns in Education: Teacher Compensation and Teacher Quality. Arlington, VA: Educational Research Service.external hyperlink

Goldhaber, D. (2002). Teacher Quality and Teacher Pay Structure: What Do We Know, and What are the Options?. Georgetown Public Policy Review, 7(2), 81-94.external hyperlink

Goldhaber, D. (2001). How Has Teacher Compensation Changed? In W. Fowler (Ed.), Selected Papers in School Finance 2000 (pp. 11-40). Washington, DC: NCES. external hyperlink

Goldhaber, D. (1999). An Alternative Measure of Inflation in Teacher Salaries. In W. Fowler (Ed.), Selected Papers in School Finance 1997-99 (pp. 29-54). Washington, DC: NCES 1999-334.external hyperlink

Goldhaber, D. & Brewer, D. (1998). When Should We Reward Degrees for Teachers? Phi Delta Kappan, 80(2), 134-138.external hyperlink

 

 

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Publications are listed in reverse chronological order

Featured Research

Assessing the Potential of Using Value-Added Estimates of Teacher Job Performance for Making Tenure Decisions

Dan Goldhaber & Michael Hansen
2008
pdf
This research brief presents selected findings from work examining the stability of value-added model estimates of teacher effectiveness, focusing on their implication for tenure policies.



Making Connections for Youth in Washington State: The Role of Data in Developing Sound Public Policy

Dan Goldhaber
2010
pdf
This paper discusses the need for adequate, carefully structured data in order to make any broad-based, student-outcome-related judgments about interventions related to teachers.