Teacher Education and Development Study in Mathematics - IEA

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1 Do Countries Paying Teachers Higher Relative Salaries Have Higher Student Mathematics Achievement? Martin Carnoy Iliana Brodziak Thomas Luschei Tara Beteille Prashant Loyalka Stanford University School of Education Carnoy@stanford.edu
2 TEACHER PAY AND STUDENT MATHEMATICS ACHIEVEMENT Copyright © 2009 International Association for the Evaluation of Educational Achievement (IEA) All rights reserved. No part of the publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrostatic, magnetic tape, mechanical, photocopying, recoding, or otherwise without permission in writing from the copyright holder. ISBN/EAN: 978-90-79549-05-4 Copies of Do Countries Paying Teachers Higher Relative Salaries Have Higher Student Mathematics Achievement? can be obtained from: The IEA Secretariat Herengracht 487 1017 BT Amsterdam, the Netherlands Telephone: +31 20 625 3625 Fax: + 31 20 420 7136 Email: Department@IEA.nl Website: www.iea.nl This report was prepared for the TEDS-M project under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and supported by a grant from the National Science Foundation (NSF) and funding from IEA. The research for seven of the countries included in this report (Bulgaria, Chinese Taipei, England, Germany, Korea, Mexico, and the United States) was prepared under an earlier NSF grant and as part of a still ongoing project at Michigan State University (P-TEDS). Those seven countries were the subject of an earlier paper, “How Much Would It Cost to Attract Individuals with More Mathematics Knowledge into Middle School (Lower Secondary) Teaching? A Seven-Country Comparison” (Michigan State University: mimeo, January 2006). We would like to thank MSU, IEA, and the NSF for all their support.
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