Research has established that racially isolated schools with high concentrations of low-income
students disproportionately struggle to recruit and retain highly
effective teachers, limiting disadvantaged students’ exposure to
high-quality instruction and driving institutional and community
instability.
This study estimates the effect of selective retention
bonuses (SRB) for highly effective teachers on low-performing, high
poverty schools’ ability to elevate student performance by increasing
access to effective instruction. The theory of action behind the bonus
program is simple: SRBs result in greater numbers of highly effective
teachers at participating schools, who subsequently drive larger student
gains than the teachers who would otherwise fill their positions. To
examine whether students in high poverty schools benefit from retention
of highly effective teachers, we use differences in eligibility for
schools to offer bonuses and the discrete timing of the program in a
matched sample, difference-in-differences
framework. Results indicate that schools who offered SRBs saw greater
test score gains in subsequent years, especially on state reading exams.
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