A Dynamic Model of Teacher Labor Supply

By Todd R. Stinebrickner. Journal of Labor Economics, 2001

221 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Media Technology

View Paper: https://www.semanticscholar.org/paper/c3cf7a31e3b314d3f38400d111c3079bdcee2d94

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Citations in the corpus

Everyone’s Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness? (2007, background): “A large literature suggests that teachers with higher levels of demonstrated academic skills (measured by standardized tests) are far more likely to leave the profession (Hanushek and Pace, 1995; Murnane and Olsen, 1990; Podgursky, Monroe, and Watson, 2004; Stinebrickner, 2001; 2002).”
Fix it and They Might Stay: School Facility Quality and Teacher Retention in Washington, D.C. (2005, methodology): “For example, Stinebrickner (2001), using the National Longitudinal Study of the High School Class of 1972, finds that graduate education and teaching experience are significant determinants of teaching salary, which, in turn, has a positive effect on teacher retention.”
Teacher Tradeoffs: Disentangling Teachers’ Preferences for Working Conditions and Student Demographics (2009, background): “The labor economics theory of utility maximization provides a useful framework for understanding and investigating the movement and distribution of teachers across schools (Boyd, Lankford, Loeb, & Wyckoff, 2004; Loeb & Reininger, 2004; Stinebrickner, 2001).”
Dynamic Discrete Choice Structural Models: A Survey (2010, unknown): “Stinebrickner (2001) applied Hermite quadrature interpolation to solve and estimate a dynamic model of teacher labor supply.”
Why teachers leave: Factors that influence retention and resignation (2007, result): “Reasons include a lack of administrative support (Ingersoll, 2000; Liu & Meyer, 2005; Macdonald, 1995; Madsen & Hancock, 2002; Tye & O’Brien, 2002), insufficient mentoring (Kelley, 2004), poor facilities (Buckley, Schneider, & Shang, 2005), and low pay (Ingersoll, 2000; Liu & Meyer, 2005; Macdonald,”
The Price of Misassignment (2010, background): “Most studies of teachers’ careers indicate that attrition from the teaching profession declines substantially after the 5th year (Kirby et al., 1999; Murnane et al., 1991; Stinebrickner, 2001), which suggested that we should follow teachers for at least 5 years.”
The Structural Estimation of Behavioral Models: Discrete Choice Dynamic Programming Methods and Applications (2011, methodology): “\ Emax T = T0 + T1 logKT + T2 logAT + &T ; (128) and let T (KT ; AT ) = b T0 + b T1 logKT + b T2 logAT be the predicted value of \ Emax T ; where the b 0s are estimated parameters.”
Careers in Motion: A Longitudinal Retention Study of Role Changing among Early-Career Urban Educators (2008, background): “…and female teachers are more likely to leave earlier in their careers and at a younger age than their older and more experienced counterparts (Bobbitt et al., 1994; Boe et al.; Stinebrickner, 1998, 1999, 2001; Theobald, 1990) Human capital has also been shown to be a factor in teacher turnover.”
Teacher Induction, Mentoring, and Retention: A Summary of the Research (2005, methodology): “The same author ( Stinebrickner, 2001 ), using proportional hazard models, showed that a 25% salary raise would increase the duration of beginning teachers’ careers by 50%.”
Teacher turnover and non-pecuniary factors (2003, background): “A number of studies suggests that higher wages reduce teacher quit propensity, see for example Baugh and Stone (1982), Murnane and Olsen (1989), Theobald (1990), Gritz and Theobald (1996), Dolton and van der Klaauw (1995, 1999), Brewer (1996), Mont and Rees (1996), and Stinebrickner (1998, 2001).”