Abstract
Teacher performance pay is increasingly common in the United States. We assess the “incentive effects” of performance pay—the change in behavior of teachers present before and after a reform—with a focus on whether male and female teachers respond differently. Evaluating three performance pay programs in North Carolina, we find clear evidence of a gender difference: while male teachers’ value-added remains flat before and after the introduction of performance pay the value-added of female teachers declines. We also document suggestive evidence of a gender difference in retention with men more likely to remain in schools with performance pay.
- Received February 2016.
- Accepted July 2018.
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