This study analyzes four articles’ study findings as well as authors’ conclusion on the teachers’ incentive pay issue based on the studies presented by the authors. Those articles include Steele, Murname and Willnett (2009) that seek to analyze the effect of incentives on teachers’ retention. In the article, a natural experiment done in California between the year 2000 and 2003 involving an incentive of $20,000 that was called the Governor’s Teaching Fellowship (GTF) analyzes the incentives’ effect on talented teachers’ attraction and retention in low-performing schools. In addition, Fryer (2011) is the other article presenting an analysis of teacher’s incentives’ effect on students’ success in terms of attendance, academic performance or graduation. The article utilizes a school-based random trial involving more than 200 public schools in New York.
Further, the analysis reviews an article by Figlio and Kenny (2006) which is a documentation of students’ performance’s relationship with teachers’ performance incentives. The study utilizes United States data combining the authors’ survey that was conducted in 2000 with National Education Longitudinal Survey on students and schools in regard to teachers’ pay incentives. Finally, Nael (2011) is an article on an analysis of education incentive schemes through a review of empirical studies that evaluates educators’ performance pay programs. Thus, the article will provide a suitable review on designs of student’s achievements measures and teachers’ performance metrics.
Article 1: Relationship between teacher pay incentives and student’s performance
Figlio & Kenny (2006) presents the first systematic documentation of the relationship that exists between students’ performance and the ...
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...g jobs at the existing pay. In addition, incentives would retain the teachers as they would not be motivated to look for alternative jobs. (Barron & Lynch, 1987)
Works cited
Barron, J. & Lynch, G. Economics. London: Richard D. Irwin Inc, 1987. Print.
Figlio, N. D. & Kenny, L. “Individual Teacher’s Incentive Programs and Student’s
Performance”. NBER Working Paper 12627, October 2006. Print.
Fryer, G.R. “Teachers Incentives and Students Achievement: Evidence from New York
City’s Public Schools”. NBER Working Paper 16850, March 2011. Print.
Neal, D. “The Design of Performance Pay In Education”. NBER Working Paper 16710,
January 2011. Print.
Steele, J., Murname, R. & Willnett, J. “Do Financial Incentives Help Low Performing
Schools in Attracting and Keeping Talented Teachers? Evidence from California”. NBER Working paper 14780, March 2009. Print.
The exhortation of using incentives to receive and analyze responses reoccurs throughout the book periodically. Levitt and Dubner believe that incentives can be categorized into three different types: moral incentives, social incentives, and economic incentives. Moral incentives are defined as circumstances in which someone acts purely out of conscience or guilt. Social incentives are observed when a person’s actions are solely linked with shame or glory. Economic incentives are when people act with financial interests and benefits in mind. One example portrayed in the book is the day care center in Israel. When parents start getting charged a late fee for picking up their child at the daycare facility, more parents show up late. Before the fine was placed, parents would pick up their kids on time with a moral or social incentive. After the fine was placed parents acted with an economic incentive, which wasn’t as bad as a sense of guilt. Further data shows evidence of relations between incentives and cheating in the Chicago Public School System. In 1996, the school system started to give bonuses based on the standardized test scores of teachers’ students. If a teacher’s students showed improvements on their test scores, the teacher received a monetary bonus. Researchers found after studying score results from 1993–2000 that a spike in cheating occurred in 1996. A three-year study showed that on average cheating occurred in at least 200 Chicago classrooms per year. Therefore, Levitt and Dubner’s theory of incentives is
The author states in “A New Deal for Teachers” that in America, especially in poorer school districts, teacher quality is lacking. In urban districts, out of the new teachers hired in the next three years, about half of them will quit (usually the quality ones). The recruitment of better teachers is, as the author says, the biggest problem in our education system. He states that he’s been told by urban teachers that many of their colleagues are incompetent. Contributing to this is that state requirements are very low, which allows poor quality teachers into schools. Miller explains that smart and competent people who want to be teachers, are getting more and more difficult to find. This is true mainly because there are fields of work that those
The largest portion of increased spending during the 20th century occurred to hire more teachers to reduce class size and to provide more out-of-classroom services, particularly for special education purposes. However, they argue that neither strategy boosted student achievement very much. Also, although education spending has increased teachers' salaries, it has not been used to improve the quality of the teachers. Notably, Odden et al. found that both low-spending and high-spending school districts fund education spending in the same proportions, meaning that high-spending districts tend to have lower class sizes and higher teacher salaries. The authors argue this discrepancy reflects the "fiscal regulariti...
If the server does an excellent job in tending to customers by catering to their every need, the customer will leave a higher tip, as opposed to a server who completes the bare minimum. Poor servers will receive a lower tip. The tip represents the server’s skill and ability. Merit pay for teachers follows the same idea. A teacher who caters to every student’s need and completes exemplary work will receive a bonus similar to a server’s tips. The better the job a teacher does, the better bonus he or she will receive. On the other hand, if a teacher completes the bare minimum, mediocre work, he or she will receive a lower bonus or none at all. Susan Moore Johnson explains that school districts should give small incentives, comparable to tips, as small bonuses to teachers. Gary Ritter, a professor of Education Reform and Public Policy, proposes an idealistic way of rewarding these bonuses. School districts will reward core subject teachers up to $10,000 in bonuses per year, noncore subject teachers up to $6,000, and other staff, including teacher associates, up to $1,000 (Ritter). Teachers who transfer to hard-to-staff schools, teach subjects in which there are shortages, such as math, science, special education, and bilingual educaiton, and work longer days should be rewarded with these
(Ronfeldt, Loeb, and Wyckoff, 2012) state that “about 30 percent of new teachers leave the profession after five years.”(Sawchuk, 2012) said that teach turnover affects students achievement negatively and it was large in schools with low performance. It means that high teacher turnover causes low students’ performance. What other scientists said about the high teacher turnover that affect low students’ scores. National Center for Education Statistics found that 8 persent of teacher left the profession in 2008-09 for reasons other than retirement (Education Innovation Instituc, 2011). Continue high turnover contribute in creating turbulent atmosphere that impedes academic planning and implementation, disrupts the relations between teachers and families, and it can be an indicator of underlying imbalances in school (University of Northern Colorado, 2011). The most important findings is that teacher turnover influenced by academic field (Ingersoll 2001). 4 present of new teachers left the schools after their first year (NCTAF State Partners, 2002). The impotence of chosen these source to know what is the problem to find the best solutions to solve
"The Single Salary Schedule for Teachers in K-12 Public Schools." Department of Economics (2002): 1-18. Print.
price of that good and service, and an increase in supply of a good or
The first thing on Weber's list is that a profession is self-employed and provides a service to the community (Bennet & Le Compte pg. 150). One way to disagree with this statement is that teachers run off salaries, so they are not self-employed. Joel Spring offers statistics on average white-collar occupations. Per year teachers average $43,250, compare this with an attorney and it may make some cringe as they are making an average of $82,712 a year (Spring pg. 175). Salaries in education follow the natural law of supply and demand. Increasing incoming teaching pay will attract more to the field, but should administration be worried about attracting the new? I think they should focus more on losing the more experienced. They all are deserving of more. Although, I have to say, if it was about the money, most would not choose the teaching profession. It is about the children, which is why I prefer to look at the criteria through the classroom. Teacher's have a lot of freedom to teach as they please and conduct their classes as they see fit within the content standards that is. I have been in many classrooms where teachers use different methods to convey the material; some use PowerPoint, worksheets, quizzes, overheads, while others prefer discussions and essay writing. It is said that teachers make an average of 200 decisions per hour (class notes. October 11, 2004). They do o...
Texas is not the only state to face the lack of education funding, but they are one of the most severe in the United States. By forgoing 65,000 school employees, teachers are forced to take on different roles, different classes, and more students. Already underpaid teachers, are now forced to have more responsibility at the same pay. When schools also have reductions, raises are usually not foreseeable in the near
Many states such as New England have begun to experience the effects of teacher shortages in the areas of Math and Science (Fowler, 2009). The teacher attrition rates have become a problem to many administrators and educators with teachers leaving at twice the rate of nurses and five times the rate of lawyers. Prior work by Ingersol and Perda, have revealed that the annual attrition rate has risen by 19-26% (Jennifer, 2010). As a result, educators spend more money in fast track programs that many researchers believe do not solve the problem. Instead, they contribute to the issue by bringing more inexperienced teachers into the classroom. Despite the promising results of professional developmental programs, these programs can be very costly and can take time to determine their full usefulness. The author believes there are alternatives that do not require costly techniques but instead models and actions that education administration can adopt to increase teacher retention. Instead of focusing on the reasons teachers leave the field, the author takes a different approach by examining the dynamics that cause teachers to stay in the field pass their five year mark.
Although some people may argue that performance pay is good, performance/merit pay is bad because it will result in teachers doing much less personalizing of the curriculum, and spending that time doing only what things need to be taught in order to keep their student’s test scores up (so they will get paid more). One of the major cons of performance pay is that teachers would have less time personalising the curriculum, teaching the students what they need to be taught, and teaching other important but non-standardized subjects; then using that time teaching only the things they are required to teach to keep student test scores up so they will get paid more(What Do We Know about Teacher Pay-for-Performance?). This in turn will cause the students to have a harder time learning because instead of the teachers teaching what the students need to be taught and more time teaching what the people who don’t know what the students know think the students should be taught.
We have to admit that humans often need incentives. For most people, money is a driving force which can inspire them to make progress (Barbieri, 52). If by performing better, you could earn more money, I think most people would gladly perform well and strive to achieve better results. Teachers are also human beings, and the vast majority of them would feel the same. Higher wages can increase the enthusiasm and motivation of teachers. At the same time, merit pay can improve teachers’ motivation, not only because of the money, but also because of a sense of accomplishment (Honawar and Olson, 26-27). When a teacher, through his or her own careful research of teaching strategies, passion, and devotion to teaching, help his or her students get better grades and is also rewarded by the schools, he or she will be filled with a sense of purpose. This will make that teacher know his or her effort is worth it, and in following lessons he or she would strive to expend even more energy and time to improving his or her teaching level and quality. Meanwhile, outstanding teachers will also become role models for other teachers who do not get bonuses. In this case, in a school, it will form a healthy competition among teachers. Everyone will be more diligent and strive to improve the level and quality of their
The state’s new evaluation system was in response to administrators who produced, “superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students' learning” (Toch, 2008). Too often, the “good-ol-boy” attitude would insure mediocre educators would remain employed. Realizing this was often more the rule then the exception, the governor created educational mandates to focus, “on supporting and training effective teachers to drive student achievement” (Marzano Center, 2013). Initially, they expected the school districts and the teachers would have issues and experience growing pains, but in the end the goal was, “to improve teacher performance, year by year, with a corresponding rise in student achievement” (Marzano Center, 2013).
Duke, Daniel L., ed. Incentive Pay and Career Ladders For Today's Teachers. Albany: State University of New York Press, 1990. 42-241. Grand Rapids Community College Database . Web. 6 Apr. 2014. .
...nding states for a higher salary. Their absence creates many issues, primarily affecting the quality of education in the sooner state. As Oklahoma attempts to fill and refill positions, they are failing, predominantly because teachers in Oklahoma lack a realistic salary. They attempt to unsuccessfully resolve this issue through the use of emergency certification. Holdenville superintendent Randy Davenport comments “‘I’m really afraid that we’re just at the beginning of the teacher shortage crisis, and this will take more than a short-term fix... We are a long way from this crisis being over’” (Watson 8). Davenport makes an excellent point. Oklahoma simply needs to fix this issue by raising the wages for educators. If Oklahomans want to improve from being the 48th in education, they will have to start understanding and recognizing the true value of quality teachers.