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- W204039367 abstract "This study examines the eect of extra funding for schools with disadvantaged minoritystudents on teacher turnover and teachers' experience. In this study we aim to ndout whether a personnel subsidy targeted at elementary schools with large proportionsof disadvantaged minority pupils aected teacher retention and hiring rates, and as aresult average teacher experience. The subsidy we evaluate gives elementary schoolswith at least 70 percent disadvantaged minority pupils extra funding for personnel.This 70 percent cuto provides a regression discontinuity design that we exploit in alocal dierence-in-dierences framework. The (temporary) personnel subsidy did nothave the desired impact on several aspects of teacher mobility. The point estimatesof the eect on retention rates are not signicantly dierent from zero. We do nda signicant eect on hiring rates in the rst 8 months after the announcement. Insubsequent years the point estimates are insignicant. Our results with respect to theeects on experience show that, except for experience in education in 2001, all pointestimates have a negative sign. For the year 2004 it is even statistically signicantat the 10% signicance level. We conclude that the (temporary) extra funding doesnot have a positive impact on the average teacher experience/quality. Finally, we alsochecked whether the extra resources are allocated to higher salaries and whether moreteachers are hired in terms of full-time jobs (FTEs). We did not nd any signicanteects on teacher remuneration nor on the total number of full-time teacher jobs thata school employs." @default.
- W204039367 created "2016-06-24" @default.
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- W204039367 date "2013-10-21" @default.
- W204039367 modified "2023-09-27" @default.
- W204039367 title "Where did the subsidy go? The effect of extra funding for schools with disadvantaged students on teacher retention and hiring rates" @default.
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