Teacher Pay Reform and Productivity: Panel Data Evidence from Adoptions of Q-Comp in Minnesota
研究了明尼苏达州学区实施的绩效薪酬改革（结合人力资源管理实践）对学生成绩和教师流动的影响，发现改革使成绩提高0.03个标准差，且主要由经验较少的教师的生产力提升驱动。
This paper studies the impacts of teacher pay-for-performance (P4P) reforms adopted with complementary human resource management (HRM) practices on student achievement and workforce flows. Since 2005, dozens of Minnesota school districts in cooperation with teachers’ unions implemented P4P as part of the state’s Quality Compensation program. Exploiting district variation in participation status and timing, we find evidence that P4P-centered HRM reform raises students’ achievement by 0.03 standard deviations. Falsification tests suggest that gains are causal. They appear to be driven especially by productivity increases among less-experienced teachers.