<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hill, Andrew J.</style></author><author><style face="normal" font="default" size="100%">Jones, Daniel B.</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">The Impacts of Performance Pay on Teacher Effectiveness and Retention: Does Teacher Gender Matter?</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Human Resources</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2018-08-03 11:19:34</style></date></pub-dates></dates><elocation-id><style  face="normal" font="default" size="100%">0216-7719R3</style></elocation-id><doi><style  face="normal" font="default" size="100%">10.3368/jhr.55.2.0216.7719R3</style></doi><volume><style face="normal" font="default" size="100%"></style></volume><issue><style face="normal" font="default" size="100%"></style></issue><abstract><style  face="normal" font="default" size="100%">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.</style></abstract></record></records></xml>