This Article Full Text Full Text (PDF) All Versions of this Article: 0002831208329599v1 46/3/690    most recent Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Horng, E. L. Social Bookmarking                         What's this?

Teacher Tradeoffs: Disentangling Teachers’ Preferences for Working Conditions and Student Demographics

Stanford University

One of the greatest differences in resources across schools in California comes from an inequitable distribution of teachers. This study identifies reasons for this sorting of teachers by surveying 531 teachers in a California elementary school district. The surveys ask the teachers to make choices between various workplace characteristics. With this information, the study disentangles student demographics from other characteristics of teaching jobs that are amenable to policy influences. It finds that teachers identify working conditions—particularly, school facilities, administrative support, and class sizes—and salaries as significantly more important than student characteristics when selecting a school in which to work.

Key Words: equity • teacher preferences • teacher retention

This version was published on September 1, 2009

American Educational Research Journal, Vol. 46, No. 3, 690-717 (2009)
DOI: 10.3102/0002831208329599


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?