For a three-year time period beginning in 2001, North Carolina awarded an annual bonus of $1800 to certified math, science and special education teachers working in public secondary schools with either high-poverty rates or low test scores. Using longitudinal data on teachers, this paper estimates hazard models that identify the impact of this differential pay by comparing turnover patterns before and after the program’s implementation, across eligible and ineligible categories of teachers, and across eligible and barely-ineligible schools.

This document outlines evidence-based principles that should be included in legislation regarding state loan forgiveness and service scholarship programs.

This article describes the successful efforts of California and North Carolina in the 1990’s to strengthen the profession and build coherent systems of teacher development through policy solutions to teacher shortages. The article also describes how those efforts were dismantled and the impact of that dismantling.