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Teacher Pay and Teacher Quality: Attracting, Developing, and Retaining the Best Teachers


reviewed by Jennifer King Rice — August 16, 2006

coverTitle: Teacher Pay and Teacher Quality: Attracting, Developing, and Retaining the Best Teachers
Author(s): James H. Stronge, Christopher R. Gareis, and Catherine A. Little
Publisher: Corwin Press, Thousand Oaks
ISBN: 1412913217, Pages: 185, Year: 2006
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Teachers matter.  Both empirical research and common sense tell us that quality teachers are a key to realizing the high standards that we have set for public education in the U.S.  While much debate surrounds the precise definition of teacher quality, many school systems across the country continue to employ large numbers of teachers who, by most indicators, do not fit into the category of “high quality” .  This problem is pronounced in urban, high-poverty districts and schools where, arguably, high quality teachers are most needed (Ingersoll, 1999; Choy, Henke, Alt, Medrich,, & Bobbitt 1993; Haycock, 2000).  In response, researchers and policy makers have focused their efforts to identify and implement strategies to improve teacher quality.  Perhaps the most obvious policy lever available to affect teacher staffing is compensation.  Researchers and policymakers have wrestled with the complex issue of teacher compensation for decades, yet most school systems continue to employ... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: August 16, 2006
http://www.tcrecord.org ID Number: 12666, Date Accessed: 12/15/2017 5:21:48 AM

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About the Author
  • Jennifer Rice
    University of Maryland
    E-mail Author
    JENNIFER KING RICE is Associate Professor in the Department of Education Policy and Leadership at the University of Maryland. She earned her M.S. and Ph.D. degrees from Cornell University. Prior to joining the faculty at Maryland, she was a researcher at Mathematica Policy Research in Washington, D.C. Jennifer’s research draws on the discipline of economics to explore education policy questions concerning the efficiency, equity, and adequacy of U.S. public education. Her current work focuses on teachers as a critical resource in the education process, and she is working on several projects focused on the costs of hiring and retaining qualified teachers in difficult-to-staff schools. Her research has been published in numerous journals including Educational Evaluation and Policy Analysis, Economics of Education Review, Educational Policy, Education Administration Quarterly, and The Journal of Education Finance as well as multiple edited volumes including three AEFA yearbooks. She is co-editor (with Chris Roellke) of Fiscal Policy in Urban Education, and is author of Teacher Quality: Understanding the Effectiveness of Teacher Attributes, winner of the 2005 American Association of Colleges for Teacher Education writing award. Jennifer has consulted with a numerous state and federal agencies and policy research organizations, and was a National Academy of Education / Spencer Foundation post-doctoral fellow in 2002-03. She is currently President-Elect of the American Education Finance Association.
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