Working Papers Series
Papers below are in pdf.
Michael Podgursky
WP 06-01
Is Teacher Pay “Adequate”?
Michael Podgursky
In school finance lawsuits plaintiffs often claim that pay levels are not sufficient to recruit teachers who can deliver constitutionally-mandated levels of educational services. In this paper I consider several ways in which one might bring economic theory and data to bear on that question. I conclude that at present, and at least for the near term, education research cannot prescribe an “adequate” level of school spending on teachers, whether in the form of pay, benefits, or professional training, that can reliability predict a target level of student performance. If courts are predisposed to intervene in this matter, a more reasonable standard for “adequacy” is whether available revenues, when spent in an efficient manner, are sufficient to staff classrooms with appropriately-certified teachers in a flexible licensing regime that satisfies both state and federal teacher quality standards.
JEL Codes: I2, J3
Keywords: Teacher compensation, School finance
WP 04-11
An Evaluation of Missouri's A+ Schools' Program
Myoung Lee, Peter Mueser & Mike Podgursky
The A+ Schools Program was initiated to offer financial incentives to students to attend Missouri’s public 2-year post-secondary schools. Under the program, the state government provides eligible students with college expenses, but only students in specially designated schools are eligible. It also promotes high school institutional change through the provision of grants to high schools. The program was initiated in 1997 and continues to be phased in gradually. The purpose of this research is to evaluate the effects of the A+ Program on Missouri high schools and post-secondary institutions. The use of administrative data provided by the Missouri state government assures greater reliability of the measures of program participation and postsecondary school attendance than obtained in studies using survey data. Program impacts are based on difference-in-differences estimators using the high school as the unit of analysis. Outcome measures include high school dropout rates, college enrollment rates, average test performance, and grades of high school seniors.
The results suggest that high schools that initially have greater enrollments in 2-year colleges are more likely to participate in the program. Schools participating in the A+ program experience declines in dropout rates and A+ designation also increases the number of graduates who enroll in Missouri 2-year public colleges. This increase in enrollment in 2-year public colleges is the result of behavioral changes in two types of students: those who would not have gone to college at all and those who would have gone to other types of post-secondary institutions. Enrollment in 4-year public post-secondary institutions has decreased as a result of the program.
JEL Codes: I21, J24, I28
Keywords: Education Policy, Financial Aid; Post-Secondary Education