Download A Big Apple for Educators: New York City's Experiment with by Julie A. Marsh, Matthew G. Springer, Daniel F. McCaffrey, PDF

By Julie A. Marsh, Matthew G. Springer, Daniel F. McCaffrey, Kun Yuan, Scott Epstein

For 3 tuition years, from 2007 to 2010, approximately 2 hundred high-needs long island urban public faculties participated within the Schoolwide functionality Bonus application, whose wide aim used to be to enhance pupil functionality via school-based monetary incentives. An self sustaining research of try out ratings, surveys, and interviews chanced on that this system didn't increase scholar success, maybe since it didn't encourage switch in educator habit.

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Additional resources for A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses: Final Evaluation Report

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Despite agreeing on the ultimate purpose of the policy, NYCDOE and UFT differed about which specific compensation-related strategies might offer the best prospects for increasing student achievement. NYCDOE favored an incentive-pay system that would reward individual teachers for their students’ test score gains as the way to motivate teachers to change practices to improve student achievement. Performance pay, the department believed, was a way of highlighting teacher effectiveness. Many of the comments from NYCDOE and funders at the outset of the program emphasized the understanding that bonuses would serve as rewards and incentives that would motivate behavior (NYCDOE, 2007): This program will allow us to reward our most successful schools and educators.

Often, teachers did not know the basis for bonuses, and as a result, the researchers involved did not consider these programs to have provided sufficient incentives to change teacher practices. Also, our review focused primarily on school-based programs in the United States. For information on studies of individual performance-pay programs and international programs, see Podgursky and Springer, 2007, and the recent report on The Project on Incentives in Teaching (POINT) experiment in Nashville Public Schools (Springer, Ballou, Hamilton, Le, Lockwood, McCaffrey, Pepper, and Stecher, 2010a).

Background on pay-for-performance programs and the new York City SpBp 7 Current Pay-for-Performance Programs Although controversial, current programs have gained considerable political and financial support, including endorsements from President Barrack Obama and Secretary of Education Arne Duncan, and increased federal funding. For example, the Teacher Incentive Fund, started in 2006 under President George W. Bush, supports performance-based teacher and principal compensation systems in highneeds schools around the country and has grown substantially (from $99 million in 2006 to $439 million in 2010).

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