Reexamining Teacher Preferences and Compensating Wages.

摘要: Abstract This paper reexamines the question posed by Antos and Rosen (1985) J. Econometrics 3 , 123–150. “How much is required to induce white teachers teach in black schools?” Estimates from model suggest that standing alone, percent nonwhite students an excellent predictor of teacher salary differentials. However, appears he highly correlated with level poverty (positively) students' test scores (negatively). Teachers seem demand higher wages less wealthy, lower-achieving students, not necessarily nonwhites. More importantly, variables for community social economic status yield significant positive coefficients, suggesting districts different amounts education such demand-side wealth effects negate supply-side compensating wage effects.