Do bonuses affect teacher staffing and student achievement in high poverty schools? Evidence from an incentive for national board certified teachers in Washington State.
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ABSTRACT:
SUBMITTER: Cowan J
PROVIDER: S-EPMC6088508 | biostudies-literature | 2018 Aug
REPOSITORIES: biostudies-literature
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Do bonuses affect teacher staffing and student achievement in high poverty schools? Evidence from an incentive for national board certified teachers in Washington State.
Economics of education review 20180801
We study a teacher incentive policy in Washington State that awards a financial bonus to National Board certified teachers in high poverty schools. Using a regression discontinuity design, we find that the bonus policy increased the proportion of certified teachers in bonus-eligible schools by improving hiring, increasing certification rates of incumbent teachers, and reducing turnover. Depending on the method, we estimate that the proportion of NBCTs in treated schools increased by about four t ...[more]
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Project description:IntroductionEmergency medicine (EM) was recognized as a specialty in Israel in 1999. Fifty-nine of the 234 (25%) attending physicians working in emergency departments (ED) nationwide in 2002 were board-certified emergency physicians (EP). A 2012 study revealed that 123/270 (45%) of ED attendings were EPs, and that there were 71 EM residents. The EPs primarily worked midweek morning shifts, leaving the EDs mostly staffed by other specialties. Our objective in this study was to re-evaluate the EP workforce in Israeli EDs and their employment status and satisfaction 10 years after the last study, which was conducted in 2012.MethodsWe performed a three-part, prospective cross-sectional study: 1) a survey, sent to all EDs in Israel, to assess the numbers, level of training, and specialties of physicians working in EDs; 2) an anonymous questionnaire, sent to EPs in Israel, to assess their demographics, training, employment, and work satisfaction; and 3) interviews of a convenience sample of EPs analyzed by a thematic approach.ResultsThere were 266 board-certified EPs, 141 (53%) of whom were employed in EDs full-time or part-time. Sixty-two non-EPs also worked in EDs. The EPs were present in the EDs primarily during weekday morning shifts. There were 273 EM residents nationwide. A total of 101 questionnaires were completed and revealed that EPs working part-time in the ED worked fewer hours, received higher salaries, and had more years of experience compared to EPs working full time or not working in the ED. Satisfaction correlated only with working part time. Meaningful work, diversity, and rewarding relationships with patients and colleagues were major positive reasons for working in the ED. Feeling undervalued, carrying a heavy caseload, and having complicated relationships with other hospital departments were reasons against working in the ED.ConclusionOur study findings showed an increase in the number of trained and in-training EPs, and a decrease in the percentage of board-certified EPs who persevere in the EDs. Emergency medicine in Israel is at a crossroads: more physicians are choosing EM than a decade ago, but retention of board-certified EPs is a major concern, as it is worldwide. We recommend taking measures to maintain trained and experienced EPs working in the ED by allowing part-time ED positions, introducing dedicated academic time, and diversifying EP roles, functioning, and work routine.
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Project description: Not available
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Project description:ObjectiveThis study examined the relationships between teacher competency, occupational stress, emotional exhaustion, sense of professional achievement, and work engagement among secondary school physical education teachers. It also investigated demographic differences in these variables and tested the structural invariance of the proposed model across genders.MethodA total of 1,347 secondary school physical education teachers participated in the study, completing validated scales to measure the key constructs and providing demographic information such as gender, age, education level, professional title, and school location. Data were analyzed using descriptive statistics, t-tests, one-way ANOVA, correlation analysis, and structural equation modeling (SEM). Mediation effects were assessed through bootstrapping, and structural invariance was tested using multigroup SEM.ResultsDemographic analyses revealed significant differences. Male teachers reported higher competency, professional achievement, and engagement, while female teachers experienced slightly greater emotional exhaustion. Younger teachers and those with lower professional titles reported higher occupational stress and emotional exhaustion. Rural and urban teachers exhibited comparable levels of most variables, except for urban teachers reporting slightly higher emotional exhaustion. Teacher competency directly influenced work engagement (28.27% of the total effect) and indirectly through occupational stress, emotional exhaustion, and professional achievement, with professional achievement being the strongest mediator (25.97% of the total effect). Sequential mediation pathways involving these factors were significant but weaker in magnitude. Structural invariance analysis confirmed that the model was consistent across genders, demonstrating robust applicability across male and female teacher populations.ConclusionTeacher competency is a key driver of work engagement, operating through both direct and indirect mechanisms, particularly by alleviating occupational stress and enhancing professional achievement. These findings underscore the importance of interventions aimed at fostering teacher well-being, including stress management programs and professional development opportunities, while addressing demographic-specific needs. Future research should employ longitudinal designs and consider additional contextual factors to extend these findings.
| S-EPMC11831050 | biostudies-literature
Project description:People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.
| S-EPMC2836676 | biostudies-other
Project description:Elementary school teachers' math anxiety has been found to play a role in their students' math achievement. The current study addresses the role of teacher math anxiety on ninth-grade students' math achievement and the mediating factors underlying this relationship. Using data from the National Mindset Study, we find that higher teacher math anxiety is associated with lower math achievement. This relationship is partially mediated by the students' perception that their teacher believes not everyone can be good at math and is not explainable by teachers' usable knowledge to teach mathematics. In subsequent analyses, we find that higher teacher math anxiety relates to a reduction in process-oriented (as opposed to ability-oriented) teaching practices, which in turn predict students' perception of teacher mindset. We argue that math anxious teachers and their use of particular teaching strategies have the potential to shape students' math achievement and their perceptions of what their teacher believes about math.
| S-EPMC6502250 | biostudies-literature
Project description:Supervision is paramount within applied behavior analysis. This is particularly true in the case of Board Certified Behavior Analysts® (BCBAs®) and trainees (i.e., those accruing hours and experience to become BCBAs). Given the importance of supervision in shaping future BCBAs (and subsequently the field of applied behavior analysis), researchers have emphasized supervision practices as they relate to BCBAs and trainees. However, what type of work is occurring in this area, such as empirical intervention studies or provision of supervisory recommendations through discussion-style articles, needs to be clarified. Therefore, we conducted the first and most comprehensive systematic review of supervision research related to BCBAs and trainees. Results indicated that most of the articles and work pertaining to BCBA supervision are discussion-style articles, with several survey studies and few empirical intervention studies. We discuss implications and areas for future supervision research.Supplementary informationThe online version contains supplementary material available at 10.1007/s40617-023-00805-0.
| S-EPMC10188221 | biostudies-literature
Project description:ImportanceChildren living in poverty generally perform poorly in school, with markedly lower standardized test scores and lower educational attainment. The longer children live in poverty, the greater their academic deficits. These patterns persist to adulthood, contributing to lifetime-reduced occupational attainment.ObjectiveTo determine whether atypical patterns of structural brain development mediate the relationship between household poverty and impaired academic performance.Design, setting, and participantsLongitudinal cohort study analyzing 823 magnetic resonance imaging scans of 389 typically developing children and adolescents aged 4 to 22 years from the National Institutes of Health Magnetic Resonance Imaging Study of Normal Brain Development with complete sociodemographic and neuroimaging data. Data collection began in November 2001 and ended in August 2007. Participants were screened for a variety of factors suspected to adversely affect brain development, recruited at 6 data collection sites across the United States, assessed at baseline, and followed up at 24-month intervals for a total of 3 periods. Each study center used community-based sampling to reflect regional and overall US demographics of income, race, and ethnicity based on the US Department of Housing and Urban Development definitions of area income. One-quarter of sample households reported the total family income below 200% of the federal poverty level. Repeated observations were available for 301 participants.ExposureHousehold poverty measured by family income and adjusted for family size as a percentage of the federal poverty level.Main outcomes and measuresChildren's scores on cognitive and academic achievement assessments and brain tissue, including gray matter of the total brain, frontal lobe, temporal lobe, and hippocampus.ResultsPoverty is tied to structural differences in several areas of the brain associated with school readiness skills, with the largest influence observed among children from the poorest households. Regional gray matter volumes of children below 1.5 times the federal poverty level were 3 to 4 percentage points below the developmental norm (P < .05). A larger gap of 8 to 10 percentage points was observed for children below the federal poverty level (P < .05). These developmental differences had consequences for children's academic achievement. On average, children from low-income households scored 4 to 7 points lower on standardized tests (P < .05). As much as 20% of the gap in test scores could be explained by maturational lags in the frontal and temporal lobes.Conclusions and relevanceThe influence of poverty on children's learning and achievement is mediated by structural brain development. To avoid long-term costs of impaired academic functioning, households below 150% of the federal poverty level should be targeted for additional resources aimed at remediating early childhood environments.
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Project description:We apply "value-added" models to estimate the effects of teachers on an outcome they cannot plausibly affect: student height. When fitting commonly estimated models to New York City data, we find that the standard deviation of teacher effects on height is nearly as large as that for math and reading, raising potential concerns about value-added estimates of teacher effectiveness. We consider two explanations: non-random sorting of students to teachers and idiosyncratic classroom-level variation. We cannot rule out sorting on unobservables, but find students are not sorted to teachers based on lagged height. The correlation in teacher effects estimates on height across years and the correlation between teacher effects on height and teacher effects on achievement are insignificant. The large estimated "effects" for height appear to be driven by year-to-year classroom by teacher variation that is not often separable from true effects in models commonly estimated in practice. Reassuringly for use of these models in research settings, models which disentangle persistent effects from transient classroom-level variation yield the theoretically expected effects of zero for teacher value added on height.
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Project description:Our objective was to determine the clinical services offered by American Board of Obesity Medicine (ABOM) Diplomates and whether guideline concordant services varied by clinical practice attributes. We conducted a cross-sectional analysis of the 2019 ABOM Diplomate survey (response rate 19.2%). Respondents (n = 494) self-reported services offered: nutrition, exercise, mental health, minimally invasive bariatric procedures, perioperative bariatric surgical care and FDA-approved anti-obesity medications. We graded concordance of services offered with three evidence-based obesity guidelines, and then conducted bivariate analyses comparing concordance by practice attributes. Most responding ABOM Diplomates offered nutrition (90.1%), exercise (67.8%) and mental health (76.7%). Few offered minimally invasive procedures (24.3%), and most provided perioperative surgical care (63.0%). Most (83.4%) prescribed FDA-approved medications-typically both short- and long-term agents (70.9%). Few Diplomates had low concordance with the American Heart Association/American College of Cardiology/The Obesity Society (AHA/ACC/TOS) guidelines (24.7%). Those who managed more obesity-related conditions and endorsed AHA/ACC/TOS guideline use had higher concordance with these recommendations. No differences in guideline concordance existed by population, clinical effort or location. We found similar findings regarding concordance with ) American Association of Clinical Endocrinologists/American College of Endocrinology and Obesity Medicine Association guidelines. In conclusion, most responding ABOM Diplomates offer evidence-based obesity medicine services. Clinicians may therefore have increased confidence in patient receipt of evidence-based care when referring to an ABOM Diplomate.
| S-EPMC9999726 | biostudies-literature
Project description:ObjectiveTo evaluate the magnitude, prevalence, and trend of the financial relationship between Japanese head and neck surgeons and pharmaceutical companies between 2016 and 2019.Study designCross-sectional analysis.SettingJapan.MethodsThis study evaluated personal payments concerning lecturing, consulting, and writing paid by 92 major pharmaceutical companies to all Japanese head and neck surgeons board-certified by the Japan Society for Head and Neck Surgery between 2016 and 2019. The payments were descriptively analyzed and payment trend were assessed using population-averaged generalized estimating equations. Further, the payments to board executive board members with specialist certification were also evaluated separately.ResultsOf all 443 board-certified head and neck surgeons in Japan, 365 (82.4%) received an average of $6443 (standard deviation: $12,875), while median payments were $2002 (interquartile ranges [IQR] $792-$4802). Executive board specialists with a voting right received much higher personal payments (median $26,013, IQR $12,747-$35,750) than the non-executive specialists (median $1926, IQR $765‒$4134, p < .001) and the executive board specialists without a voting right (median $4411, IQR $963-$5623, p = .015). The payments per specialist and prevalence of specialists with payments annually increased by 11.4% (95% CI: 5.8%-17.2%; p < .001) and 7.3% (95% CI: 3.8%-11.0%; p < .001), respectively.ConclusionThere were increasingly widespread and growing financial relationships with pharmaceutical companies among head and neck surgeons in Japan, alongside of introduction of novel drugs. The leading head and neck surgeons received much higher personal payments from pharmaceutical companies, and no sufficient regulation was implemented by the society in Japan.
| S-EPMC10046701 | biostudies-literature