scholarly journals Catching Up With the Vaughn Express: Six Years of Standards-Based Teacher Evaluation and Performance Pay

2005 ◽  
Author(s):  
Keyword(s):  
Teacher Evaluation ◽  
Performance Pay ◽  
Catching Up ◽  
And Performance

scholarly journals Catching up with the Vaughn express: Six years of standards-based teacher evaluation and performance pay.

2005 ◽  
Vol 13 ◽  
pp. 7 ◽  
Author(s):  
Eileen M. Kellor
Keyword(s):  
Teacher Evaluation ◽  
Achievement Goals ◽  
Evaluation System ◽  
The United States ◽  
Performance Pay ◽  
Teacher Compensation ◽  
Evaluation Systems ◽  
Public School Systems ◽  
And Performance ◽  
Support Teacher

Traditional methods of paying and evaluating teachers in the United States are longstanding, but discussions about changing these systems to support teacher quality and student achievement goals are becoming more common. Efforts to make significant changes to these programs can be difficult and take many years to design, gain approval, and implement; thus, few examples of alternative teacher compensation and evaluation systems exist. Relieved from many of the restrictions and requirements associated with most traditional public school systems, charter schools often are better positioned to implement changes more quickly than a traditional school, yet their experiences can provide useful information for others who are engaging in similar activities. Thus, the experience of a large urban charter school that designed and implemented an innovative teacher compensation system and standards-based teacher evaluation system that has been in place for six years offers important lessons in designing, implementing, evaluating and refining these systems.

Changing the Education Workforce? The Relationships among Teacher Quality, Motivation, and Performance Pay

2017 ◽  
Vol 119 (4) ◽  
pp. 1-32
Author(s):  
Daniel H. Bowen ◽  
Jonathan N. Mills
Keyword(s):  
Teacher Quality ◽  
Financial Incentives ◽  
Risk Preferences ◽  
Value Added ◽  
Performance Pay ◽  
Teaching Profession ◽  
Performance Based Pay ◽  
Teacher Workforce ◽  
And Performance ◽  
K 12

Background/Context With a growing body of evidence to support the assertion that teacher quality is vital to producing better student outcomes, policymakers continue to seek solutions to attract and retain the best educators. Performance-based pay is a reform that has become popular in K–12 education over the last decade. This strategy potentially produces positive impacts on student achievement in two ways: better alignment of financial incentives with desired outcomes and improved the composition of the teacher workforce. While evaluations have primarily focused on the former result, there is little research on whether the longer-term implementation of these polices can attract more effective teachers. Purpose In this study we aim to provide evidence for potential long-term impacts that performance-based pay can have on the composition of the teacher workforce by addressing two questions: Does performance-based pay attract fundamentally different individuals, as measured by their risk preferences, to the teaching profession? Are stated preferences for a particular pay format correlated to measures of teacher quality? Research Design We apply methods from experimental economics and conduct surveys with 120 teachers from two school districts who have experienced performance pay. We compare the risk preferences of teachers hired under the two pay formats to test the hypothesis that performance-based pay attracts individuals with different characteristics to the profession. We also analyze teachers’ survey responses on their preferences for performance-based pay to determine their relationships to two measures of teacher quality: student test-score gains and principal evaluations. Conclusions/Recommendations We find mixed results regarding the ability of performance-based pay to alter the composition of the teacher workforce. Teachers hired with performance-based pay in place are no different from their colleagues. However, teachers claiming to seek employment in districts with performance-based pay in place appear significantly less risk averse. Surprisingly, additional analyses indicate that teachers’ value-added scores and performance evaluations do not predict a positive disposition towards merit pay. Thus, while these results indicate the possibility for performance-based pay to attract different individuals to teaching, they do not provide evidence that such change would necessarily improve the composition of the workforce. Policymakers should take this potential tradeoff into consideration when considering the expansion of performance pay policies.

Hostility Reduction and Performance

1969 ◽  
Vol 25 (2) ◽  
pp. 503-512 ◽  
Author(s):  
Morton Goldman ◽  
Jonathan W. Keck ◽  
Charles J. O'Leary
Keyword(s):  
Teacher Evaluation ◽  
Task Performance ◽  
Rating Scale ◽  
Control Treatment ◽  
Classroom Performance ◽  
Evaluation Form ◽  
And Performance ◽  
And Control

The study was concerned with the adequacy of several methods for reducing or preventing hostility toward a frustrating teacher and examined whether classroom performance was affected. Two cathartic methods, Rating Scale and Mutual Expression, and two non-cathartic methods, Explanation and Control, were induced. Residual hostility toward the teacher was measured by means of a Teacher Evaluation Form. Results showed that the Explanation method was most effective and the two cathartic methods were least effective in preventing or reducing residual hostility. The two cathartic methods actually increased residual hostility as compared to the Control treatment. Task performance efficiency varied directly with the level of residual hostility. Doubt is cast upon the catharsis hypothesis and a relationship between residual hostility and performance was found.

New venture strategies and performance in a catching‐up economy

2011 ◽  
Vol 34 (7) ◽  
pp. 732-753 ◽  
Author(s):  
Ioanna Deligianni ◽  
Irini Voudouris
Keyword(s):  
New Venture ◽  
Catching Up ◽  
And Performance

On-the-Job Tasks and Performance Pay: A Vacancy-Level Analysis

ILR Review ◽  
2010 ◽  
Vol 63 (3) ◽  
pp. 511-544 ◽  
Author(s):  
Vera Brenčič ◽  
John Brian Norris
Keyword(s):  
Performance Pay ◽  
Job Tasks ◽  
And Performance ◽  
Vacancy Level ◽  
Level Analysis

Workplace Variation in Fatherhood Wage Premiums: Do Formalization and Performance Pay Matter?

2018 ◽  
Vol 32 (4) ◽  
pp. 768-788 ◽  
Author(s):  
Sylvia Fuller ◽  
Lynn Prince Cooke
Keyword(s):  
Wage Inequality ◽  
Organizational Context ◽  
Performance Pay ◽  
Wage Premium ◽  
Incentive Pay ◽  
Family Status ◽  
Pay Systems ◽  
Formal Employment ◽  
And Performance ◽  
Household Labour

Parenthood contributes substantially to broader gender wage inequality. The intensification of gendered divisions of paid and unpaid work after the birth of a child create unequal constraints and expectations such that, all else equal, mothers earn less than childless women, but fathers earn a wage premium. The fatherhood wage premium, however, varies substantially among men. Analyses of linked workplace-employee data from Canada reveal how organizational context conditions educational, occupational and family-status variation in fatherhood premiums. More formal employment relations (collective bargaining and human resource departments) reduce both overall fatherhood premiums and group differences in them, while performance pay systems (merit and incentive pay) have mixed effects. Shifting entrenched gendered divisions of household labour is thus not the only pathway to minimizing fathers’ wage advantage.

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