Download or read book Fourth Through Eighth Grade Educator Perceptions of the North Carolina Teacher Performance Bonus written by Tiffany Swanson Clapsaddle and published by . This book was released on 2022 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this causal-comparative and correlational research study was to determine if differences exist in educators’ perceptions of the North Carolina Teacher Performance Bonus and assess any relationships between educators’ perceptions and their Education Value-Added Assessment System (EVAAS) score using a 28 question Likert-item survey. To recruit and retain highly effective educators, it is essential for politicians and school administrators to assess and understand educators’ perceptions of any pay-for-performance program. Data were gathered using the Teacher Performance Pay Attitudinal Survey (TPPAS), from 174 fourth-eighth grade educators in the seven far western North Carolina school districts. An ANOVA with three eligibility groups (a) no bonus, (b) one bonus, and (c) two bonuses was calculated with no statistically significant differences found in mean scores of educators’ perceptions of the North Carolina Teacher Performance Bonus. A Pearson product-moment correlation coefficient was calculated with a positive association found between an educator’s perception score and EVAAS growth score. Finally, teacher perceptions of the performance bonus were compiled and reported with regard to demographic categories as they related to the knowledge and understanding and teacher efficacy of the current North Carolina Teacher Performance Bonus. Recommendations for future research include developing an understandable performance pay program with a feasible goal linked to teacher effort that is fairly measured and distributed.
Download or read book The Impact of Incentives on Effort written by Tom Ahn and published by . This book was released on 2010 with total page 23 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher effort, a critical component of education production, has been largely ignored in the literature due to measurement difficulties. Using a principal-agent model, North Carolina public school data, and the state's unique accountability system that rewards teachers for school-level academic growth, we show that we can distill effort from teacher absence data and capture its effect on student achievement in a structural framework. We find that: (1) Incentives lead teachers to try harder. The bonus program reduced the number of sick days taken by about 0.6 days for an average teacher; (2) When teachers try harder, students do better. Increased effort of teachers translates into improved student performance. Estimates show that standardized reading scores increased by about 1.3% of a standard deviation and standardized math scores by about 0.9% of a standard deviation; and (3) Group-level incentives can actually be more powerful than individual-level incentives. Policy simulations from the model estimates show that an individual bonus program would actually produce weaker incentive effects. While free-rider effects are eliminated, individual incentives push a majority of teachers into one of two categories: those who would qualify for the bonus even without trying and others would not qualify no matter how hard they worked. A bibliography is included. (Contains 3 figures and 10 footnotes.).
Download or read book A Survey on the Perceptions of Teachers and Administrators Toward the North Carolina Teacher Performance Appraisal Instrument in Selected Region VI Schools written by Daniel Emmette Massey and published by . This book was released on 1988 with total page 842 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book North Carolina Math written by Charles Clotfelter and published by . This book was released on 2005 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: As in other states, many North Carolina schools face the challenge of hiring and retaining high quality teachers. Recruiting and retaining qualified teachers in math, science and special education is particularly difficult, especially for the schools serving disproportionate shares of disadvantaged or low-performing students. In 2001, North Carolina responded to these challenges by introducing a salary bonus program paying up to $1,800 to certified teachers of math, science and special education in eligible middle and high schools. To be eligible, schools had to meet one of the following criteria: more than 80 percent of its students had to receive free or reduced price lunches, or the failure rate on both Algebra 1 and Biology end-of-course tests had to exceed 50 percent. Funding for this initiative was discontinued in the recent session of the Legislature, so bonuses were not available for 2004-05. The goal of the bonus program was to use financial incentives to induce teachers of subjects in short supply to teach in schools serving educationally disadvantaged students. The program is described and evaluated in this brief report. (Contains 1 note.).
Download or read book The North Carolina Teacher Merit Pay Study written by North Carolina. Department of Public Instruction and published by . This book was released on 1965 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of School Wide Bonuses on Student Achievement written by Douglas Lee Lauen and published by . This book was released on 2011 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the incentive effects of North Carolina's practice of awarding performance bonuses on test score achievement on the state tests. Bonuses were awarded based solely on whether a school exceeds a threshold on a continuous performance metric. The study uses a sharp regression discontinuity design, an approach with strong internal validity around the cutoff of the treatment assignment score, to examine three questions: (1) Do bonuses induce incentive effects to increase math or reading test score gains?; (2) Do bonuses promote "educational triage" based on the achievement level of the student?; and (3) Do bonuses promote a narrowing of the curriculum at the expense of science? The study is set in North Carolina public schools elementary schools (statewide) in the spring of 2008. The study finds evidence consistent with the hypothesis that educators in North Carolina respond to incentives to increase test score gains in reading and math. Those students in schools that just missed the bonus threshold in 2007 have higher test score gains in 2008. This suggests that educators expend additional effort and may implement new practices in response to the failure to receive a bonus. The author finds suggestive, but not conclusive, evidence that math gains are primarily driven by low and average achieving students. Contrary to expectations, reading gains are disproportionately driven by students with the highest within-school achievement. This suggests that either schools targeted high achieving students with reading interventions, which is unlikely, or that schools used whole-school interventions that had positive effects on high achievers and no effects on low achievers. This finding deserves future research into its generalizability across different time periods and investigation of the mechanisms through which this differential effect was produced. The author finds no evidence of a narrowing of the curriculum at the expense of science. This is in contradiction to theory and prior research on a "narrowing of the curriculum" at the expense of low-stakes and non-tested subjects. The fact that the policy is focused on test score gains, rather than levels, however, raises questions about whether incentive effects on test score levels should be expected. That North Carolina's bonus policy had no effect on test score levels may be viewed as a shortcoming of the policy if absolute, rather than relative, levels of performance are also of interest. (Contains 9 figures and 1 table.).
Download or read book Teacher Evaluation in North Carolina written by Pamela H. Breedlove and published by . This book was released on 2011 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher evaluation has the potential to lead to improved instruction and professional growth, but, in practice, this potential is often unrealized. North Carolina has revised its teacher evaluation process to include many of the elements that are supported by research as necessary for effective teacher evaluation. The purpose of this study was to determine whether these changes have had any effect on teacher perceptions of evaluation as measured by specific questions on the North Carolina Teacher Working Conditions (TWC) Survey. These TWC Survey questions asked teachers whether they are held to high professional standards for delivering instruction, whether they receive feedback that can help them improve instruction, whether the procedures for teacher evaluation are consistent, whether they are encouraged to reflect on their own practice, and whether they are encouraged to try new things to improve instruction. The new teacher evaluation process in North Carolina was piloted in 2007-08 and then implemented in three phases beginning in the fall of 2008. Data from the 2008 and 2010 TWC Surveys were obtained from the North Carolina Professional Teaching Standards Commission. A series of dependent samples t tests was conducted to compare TWC Survey responses from a group of school districts in 2008, when they had not yet begun to use the new teacher evaluation process, to their responses in 2010 after almost two years of experience with the process. The results of the t tests yielded no significant differences. A series of independent samples t tests was conducted to compare responses from a set of districts that, at the time of the 2010 TWC Survey, had been using the new teacher evaluation process between two and three years to a set of districts that had not yet begun to use the new process and to the responses from the state as a whole. There was a small but significant positive difference in teacher perceptions in those LEAs that had the most experience with the new teacher evaluation process at the time of the 2010 TWC Survey.
Download or read book Learning to Improve written by Anthony S. Bryk and published by Harvard Education Press. This book was released on 2015-03-01 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than “implementing fast and learning slow,” they believe educators should adopt a more rigorous approach to improvement that allows the field to “learn fast to implement well.” Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how “networked improvement communities” can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers. Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation’s schools and colleges.
Download or read book An Investigation of the Impact of NC School Performance Grades on Teacher Perceptions and Turnover written by Eric Michael Grebing and published by . This book was released on 2018 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors Associated with North Carolina Adult Basic Education Instructors Perceptions of Teaching Competencies written by Rosa Colquitt-Wilkins and published by . This book was released on 1985 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perceptions of North Carolina Social Studies Teachers in Relation to Practice and Theory written by Donald C. Bohlen and published by . This book was released on 1984 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 678 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1995 with total page 1016 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How to Create World Class Teacher Compensation written by Allan Odden and published by Freeload Press, Inc.. This book was released on 2008 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: This presentation is based on the following principles: 1. The key accountability for schools is to improve student performance. 2. Teachers in the classroom (including those in hard-to-staff fields such as math and special education) and their instructional practice are the single most important factors that will lead to improved student performance. 3. Teacher compensation is the single biggest part of the education budget (often more than 60%). 4. Therefore, linking pay to teacher performance â instructional practice that produces student learning gains is the best way to expend money in a way that ultimately improves student performance. This book shows how the connections among those principles are playing. [Web, ed].
Download or read book North Carolina Read to Achieve written by Foundation for Excellence in Education and published by . This book was released on 2017 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning to read by the end of third grade is the gateway to lifelong success. When students are not able to read by the end of third grade, their risk of falling behind grows exponentially. In fact, research shows that nine out of ten high school dropouts were struggling readers in third grade. Students reading below grade level are almost six times more likely than proficient readers to not finish high school on time. Recognizing this fact, in 2012, the North Carolina General Assembly established the "Read to Achieve Program" (RtA). RtA is a K-3 comprehensive reading policy that focuses on improving early reading development with the goal of all students reading on grade level by the end of third grade. Since the passage of RtA, North Carolina has seen a number of positive gains among its young readers. From 2011 to 2015, the state's fourth graders saw an improvement of half a grade level on the National Assessment of Educational Progress (NAEP) reading section, moving from an average scale score of 221 to 226. North Carolina also saw a decrease in students scoring below basic on the 2015 NAEP reading, complemented by an increase in students scoring at or above proficient the same year. "Foundation for Excellence in Education" (ExcelinEd) contracted with "RMC Research Corporation" to conduct a study to better understand stakeholders' perceptions of RtA. In particular, ExcelinEd wanted to know: (1) What support strategies and technical assistance did the North Carolina Department of Public Instruction (DPI) and school districts provide? (2) How was information about RtA shared with districts, schools, teachers, parents and communities? (3) What recommendations do stakeholders have for improving the implementation process? And, (4) In addition to improved student outcomes, what impact has RtA had on districts and schools? The report provides methodology and results. Appended to the report are: (1) Overview of Read to Achieve Components; (2) State Literacy Leader Interview; (3) Key SEA Staff Members Focus Group; (4) District Literacy Leader Interview (via telephone); and (5) Teacher Survey.
Download or read book The Unintended Consequences of High Stakes Testing written by Gail M. Jones and published by Rowman & Littlefield Publishers. This book was released on 2003-04-09 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: To better understand how high-stakes accountability has influenced teaching and learning, this book takes an in-depth look at the myriad consequences that high-stakes tests hold for students, teachers, administrators, and the public. By focusing on these tests and spending large amounts of time on test preparation and driving teachers to teach low-level, rote memorization, schools are essentially wiping out non-tested subjects such as science, social studies, physical education, and the arts. Although testing is promoted as a strategy for improving education for all, research shows that testing has differential effects on students with special needs, minority students, students living in poverty, and those for whom English is a second language. The Unintended Consequences of High Stakes Testing unpacks the assumptions and philosophical foundations on which testing policies are based. The authors' arguments are grounded in extensive interviews and research. Through an examination of research, these authors show that high-stakes testing promotes students' dependence on extrinsic motivation at the cost of intrinsic motivation and the associated love of learning—which has tangible impacts on their education and lives. Features: -Examines how high stakes testing from the perspectives of teachers, students, and adminstrators. -Considers how testing impacts the curriculum including tested subjects such as reading, writing, and mathematics as well as non-tested subjects such as science, social studies, physical education, and the arts. -Documents how teachers and administrators engage in test preparation and discusses ethical and unethical test preparation practices. -Reviews the evolution of testing through history and how it mpacts the curriculum. -Examines the differential effects of testing on students with special needs, minority students, students living in poverty, and those for whom English is a second language.
