Causes and Consequences of Teacher Moonlighting

Abstract

Causes and consequences of teacher moonlighting are investigated, using a nationwide survey of US teachers conducted in the mid-1980s. A model of teacher time allocation is estimated by maximum likelihood methods. Moonlighting is shown to be highly insensitive to levels of teacher pay, even when controlling for variations in costs of living and local labor market conditions. However, teachers who moonlight do not appear to shortchange their students when it comes to preparing lessons, grading papers or assigning homework.

Additional information

Notes on contributors

Dale Ballou

The author greatefully acknowledges the helpful support of the National Center for Education Statistics and the Massachusetts Institute for Social and Economic Research.