| Description |
1 online resource (xxxv, 276 pages) : illustrations. |
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text file PDF |
| Physical Medium |
polychrome |
| Series |
Rand Corporation monograph series
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Rand Corporation monograph series.
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| Contents |
Introduction -- Background on pay-for-performance programs and the New York City SPBP -- Research methods -- Implementation of the Schoolwide Performance Bonus Program: attitudes about and understanding of the program -- Implementation of the Schoolwide Performance Bonus Program: compensation committee process and distribution plans -- Implementation of the Schoolwide Performance Bonus Program: perceived effects of the bonus and program participation -- Effects on progress report and student test scores -- Teacher attitudes and behaviors in SPBP and control schools -- Conclusions and implications. |
| Summary |
In the 2007-2008 school year, the New York City Department of Education and the United Federation of Teachers jointly implemented the Schoolwide Performance Bonus Program in a random sample of the city's high-needs public schools. The program lasted for three school years, and its broad objective was to improve student performance through school-based financial incentives. The question, of course, was whether it was doing so. To examine its implementation and effects, the department tasked a RAND Corporation-led partnership with the National Center on Performance Incentives at Vanderbilt University to conduct a two-year study of the program that would offer an independent assessment. This report describes the results of our analyses for all three years of the program, from 2007-2008 through 2009-2010. This work built on past research and was guided by a theory of action articulated by program leaders. Researchers examined student test scores; teacher, school staff, and administrator surveys; and interviews with administrators, staff members, program sponsors, and union and district officials. The researchers found that the program did not, by itself, improve student achievement, perhaps in part because conditions needed to motivate staff were not achieved (e.g., understanding, buy-in for the bonus criteria) and because of the high level of accountability pressure all the schools already faced. |
| Bibliography |
Includes bibliographical references (pages 269-276). |
| Local Note |
JSTOR Books at JSTOR Open Access |
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eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Language |
English. |
| Subject |
Teachers -- Salaries, etc. -- New York (State) -- New York.
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Teachers -- Salaries, etc. |
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New York (State) -- New York. |
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Merit pay -- New York (State) -- New York.
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Merit pay. |
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School improvement programs -- New York (State) -- New York.
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School improvement programs. |
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Academic achievement -- New York (State) -- New York.
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Academic achievement. |
| Genre/Form |
Electronic books.
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Electronic books.
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| Added Author |
Marsh, Julie A.
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Rand Education (Institute)
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| Other Form: |
Print version: Big apple for educators. Santa Monica, CA : Rand, ©2011 9780833052544 (DLC) 2011023662 (OCoLC)732967779 |
| ISBN |
9780833052544 (electronic book) |
|
0833052543 (electronic book) |
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9780833052520 (electronic book) |
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0833052527 (electronic book) |
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9780833052513 (paperback ; alkaline paper) |
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0833052519 (paperback ; alkaline paper) |
|
1283223058 |
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9781283223058 |
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9786613223050 |
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6613223050 |
| Report No. |
RAND/MG-1114-FPS |
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