Download or read book The Relationship Between Student Achievement Teacher Effectiveness Merit Pay and Selective Teacher Demographics in a Rural School District written by Jill Webb Faulkner and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher merit pay has become popular among policymakers to meet accountability mandates related teacher effectiveness and student achievement. Legislation at the federal level has provided grants and financial incentives to state and local districts to implement merit pay plans. In 2013, Tennessee required all districts to develop a differentiated compensation plan by revising an earlier differentiated compensation policy from 2008. With more rigorous standards and testing at the forefront of education reform in Tennessee, the rural school district in this study developed a strategic compensation plan with bonus pay based on student test scores as one of the components. The purpose of this causal-comparative study was to examine the effect of teacher merit pay levels on teacher effectiveness and student achievement within a rural school district. The study also will consider if there is a difference among the teacher effectiveness levels and student achievement scores and certain moderating variables including content area, years of experience, gender, and education level. The participants involved in this study were teachers and students of English I, English II, Algebra I, and Algebra II of the only high school in the district. Chi-square analysis found that higher teacher effectiveness may have a positive relationship with higher bonuses. One-way ANOVA analysis determined student achievement scores were significantly lower when the teacher did not qualify for a bonus than at any and every other bonus level. Linear regression analyses found significant moderation effects for years of experience, education level, and content area, but not for teacher gender. The study highlights the need for conclusive evidence in support of merit-based pay before leaders expand upon the compensation plan. Keywords: merit pay, performance pay, incentive pay, student achievement, accountability, teacher evaluation, teacher effectiveness.
Download or read book A Straightforward Guide to Teacher Merit Pay written by Gary W. Ritter and published by Corwin Press. This book was released on 2013-05-09 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Is your school system considering teacher merit pay? Now is the time to understand the potential benefits and pitfalls of performance-based teacher pay, as well as how today's most successful programs were developed. Drawing on substantial research with school districts, Gary Ritter and Joshua Barnett provide a step-by-step approach to setting up a merit pay system in your school district. Readers will find, An overview of existing merit pay programs and their strengths and weaknesses, A review of the 12 most common myths about merit pay and how school leaders can respond, Six guiding principles for designing a merit pay program, along with how-to's and timelines for every phase, Guidance on creating balanced assessments based on multiple measures of teacher effectiveness, developed in collaboration with teachers, Ensure that-your district's merit pay program supports teachers' professional growth, schoolwide progress, and student achievement. Book jacket.
Download or read book The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement written by Renee M. Sasser and published by . This book was released on 2011 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The study explored the perceptions of teachers in a rural south Georgia county regarding merit pay based on student achievement. The study examined 205 teachers' personal and professional demographics and perceptions of the use of student achievement in awarding merit pay. The study employed a descriptive, survey approach to address the research questions. A self-designed survey questionnaire was developed to explore teachers' perceptions of merit pay and included a quantitative orientation. Findings indicated that the majority of the teachers who responded to the survey worked at the middle school level, were greater than 50 years old, and had between 0-9 years experience. They typically held a Master's Degree. The majority of the respondents worked at a school that did not make AYP for the 2009-2010 school year. Respondents did not want a merit pay plan implemented in the district even though the district is a Race to the Top Grant Award recipient that mandates a merit pay plan be implemented. The teachers were undecided if student achievement should be used to award a merit pay plan if one were to be implemented. The teachers indicated that a merit plan would negatively impact the school climate, which would destroy collaboration, which in turn could lead to a negative impact on student achievement. Teachers also indicated that teacher evaluations would have administrators playing favorites toward those teachers who "do not rock the boat" or raise questions about certain practices. The teachers were undecided on the number of evaluations that would be adequate to award merit pay. Based on demographics, the were no significant differences in the years of experience, the school level, and AYP status. There were differences with age. The younger the teacher, the more motivated the teacher was to improve student achievement in order to be awarded meit pay. The less eduation the teacher obtained, the more undecided the teacher was with improving student achievement in order to be awarded merit pay. The teachers, who had attained a Specialist's Degree, were more undecided on using student achievement in order to be awarded merit pay.
Download or read book Teachers Perceptions of Merit Pay in Georgia written by Jessica Glisson Edenfield and published by . This book was released on 2014 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This study explored the perceptions of implementing a merit pay plan as reported by elementary teachers in three rural Georgia school districts, one of which was participating in the Race to the Top (RT3) initiative. The study examined the perceptions of 109 elementary teachers in regard to merit pay implementation, models of merit pay, factors worthy of reward, and the impact that perceptions of school culture has on attitudes towards merit pay. The study employed a descriptive survey approach to address the research questions. An amended version of the Teacher Survey on Performance Pay was employed to explore the perceptions of participants. The majority of responding teachers worked in the RT3 district. Respondents were not in favor of the implementation of a merit pay plan and preferred raising the base salary of teachers. The majority of respondents did not favor the presented models of merit pay, although a school-based plan received a higher response of agreement than the others. Respondents indicated that a variety of factors beyond student achievement and teacher evaluations needed to be considered when awarding merit pay and reported unfavorable feelings toward Georgia's proposed formula. Concerns regarding factors impacting student achievement were expressed, along with frequent concerns for teachers of EIP and inclusion classes and how emphasis on student achievement may impact these areas. Results also indicated that perceptions of school culture have no impact on attitudes towards merit pay. Respondents reported positive views of school culture, yet were not in favor of merit pay implementation. Concerns arose regarding potential negative implications that merit pay may hold for school culture, such as decreased collaboration and increased competitive feelings. Based on comparisons, overall responses from the RT3 district were similar to those of the other two districts who were not RT3 participants. Neither district type was in favor of merit pay. The results of the study indicated an overall negative view of merit pay by teachers, with the destruction of the schools' collaborative cultures being one of the top concerns. Such feelings may be resolved if teachers are active participants when creating a merit pay plan.
Download or read book Teacher Evaluation and Merit Pay written by and published by Greenwood. This book was released on 1986-03-26 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: This bibliography includes scholarly journals, dissertations, papers, and books published primarily from 1980 through December 1984 that focus on teacher evaluation and merit pay. These materials are presented in separate chapters, according to the type of publication in which they appeared. In addition to materials identified and annotated from a literature search of several education databases, the authors wrote to public school districts with student populations of over 5,000 requesting copies of their teacher evaluation materials. They received 348 sets of evaluation documents and these materials are annotated in the chapter entitled School District Publications. Other materials prepared by school districts are included in the chapter entitled Papers.
Download or read book Do Teacher Characteristics Affect Student Achievement written by James Virgil Shuls and published by . This book was released on 2013 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using a unique dataset, this dissertation analyzes the relationship between observable teacher characteristics and teacher effectiveness. Effectiveness is measured as a teacher's ability to improve student achievement on a standardized test. This analysis focuses on teachers of math and science at the elementary and middle school levels, as well as teachers of algebra, geometry, and 11th grade English language arts. The sample is drawn from Arkansas, a state that has a much more rural population than other states and cities where this type of analysis has been conducted in the past. For the analysis I am unable to link teachers directly to students, but I can match teachers and students to a course within a school. Thus, I generate a value added score at the school-course level and attribute that score to each teacher in that school, who teaches that course. I then regress observable teacher characteristics on the school-course value-added measure. In this way, I analyze the relationship between of a host of characteristics and student achievement. The observed characteristics include: certification route, licensure exam scores, experience, graduate degrees, and in some cases college degrees. I conclude with policy recommendations.
Download or read book Resources in Education written by and published by . This book was released on 1996 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Do School Districts Get What They Pay For written by Matthew Chingos and published by . This book was released on 2010 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: Holding a college major in education is not correlated with effectiveness in elementary and middle school classrooms, regardless of the university at which the major was earned. Teachers do become more effective with a few years of teaching experience, but (except in elementary reading) no gains--and some declines--in effectiveness appear in the second decade after a teacher has begun teaching. These and other results are obtained from estimations using value-added models that control for student characteristics as well as school and (where appropriate teacher) fixed effects that estimate teacher effectiveness in reading and math for Florida students in 4th through 8th grades for six school years, 2001-02 through 2006-07. The findings suggest that teacher selection and compensation policies are in need of revision. (Contains 2 figures, 11 tables and 13 footnotes.) [This paper was prepared for the PEPG Conference "Merit Pay: Will It Work? Is It Politically Viable?"].
Download or read book Performance Based Pay for Educators written by Jennifer King Rice and published by Teachers College Press. This book was released on 2017-02-10 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an in-depth analysis of a performance-based pay initiative and crystalizes the design issues and implementation challenges that confounded efforts to translate this promising policy into practice. This story has much to say to academics and policymakers who are trying to figure out the combinations of incentives and the full range of resources required to establish incentive programs that promote an adequate supply and equitable distribution of capable and committed educators for our public schools. The book uncovers the conditions that appear to be necessary, if not fully sufficient, for performance-based initiatives to have a chance to realize their ambitious aims and the research that is required to guide policy development. In so doing, the authors consider the thorny question of whether performance-based pay systems for educators are worth the investment. Book Features: Examines the use of educator compensation reform as a tool to improve human capital in chronically low-performing schools. Analyzes how a theoretically promising incentive program actually plays out in schools. Documents policy implementation and its impacts through the experiences and voices of teachers and school administrators. Concludes with clear and actionable recommendations for policy and research.
Download or read book An Analysis of the Relationship Between Value added Compensation Student Achievement and Teacher Retention by Campus written by Russell R. Grimm and published by . This book was released on 2017 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use and effectiveness of pay for performance has been debated for years. In the time of accountability in education, many schools have resorted to various versions of pay for performance in an effort to stimulate performance from instructional staff and ultimately, increase student achievement. In addition, recent legislation has required certain states to include student performance measures in teachers’ evaluations. In response, many school districts have considered a value-added compensation system, where teachers are compensated based on their perceived contributions to student learning using data from a value-added assessment model. This researcher investigated the merit of a value-added compensation model by examining the relationship between value-added compensation, student achievement, and teacher retention. Results of this study indicated a weak, negative correlation between value-added compensation and teacher retention. Furthermore, research analysis found no significant correlation between value-added compensation and student achievement or between teacher retention and student achievement.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1996 with total page 872 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The American Century written by Walter LaFeber and published by Routledge. This book was released on 2015-02-20 with total page 552 pages. Available in PDF, EPUB and Kindle. Book excerpt: The new edition of this classic text on modern U.S. history brings the story of contemporary America into the second decade of the twenty-first century with new coverage of the Obama presidency and the 2012 elections. Written by three highly respected scholars, the book seamlessly blends political, social, cultural, intellectual, and economic themes into an authoritative and readable account of our increasingly complex national story. The seventh edition retains its affordability and conciseness while continuing to add the most recent scholarship. Each chapter contains a special feature section devoted to cultural topics including the arts and architecture, sports and recreation, technology and education. Adding to the readers' learning experience is the addition of web links to each of these features, providing numerous complementary visual study tools. These links become live, and illustrations appear in full color, in the ebook edition. An American Century instructor site provides instructors who adopt the book with high interest features--illustrations, photos, maps, quizzes, an elaboration of key themes in the book, PowerPoint presentations, and lecture launchers on topics including the Versailles Conference, the "Military-Industrial Complex" Speech by Dwight D. Eisenhower, the Tet Offensive, and the prospects for a Second American Century. In addition, students have free access to a multimedia primary source archive of materials carefully selected to support the themes of each chapter.
Download or read book The Impact of Student Demographics on Educator Effectiveness Ratings written by Timothy W. Hand and published by . This book was released on 2017 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: The long-term impacts for those served by public education include lifetime income totals, quality of life, opportunity, and even health (Feinstein, Sabates, Anderson, Sorhanindo, & Hammond, 2006). Given this tremendous opportunity to improve outcomes, especially for the most vulnerable populations, debate over accountability regarding educational systems finds its way into nearly every entity responsible for policy. The Obama administration leveraged billions of dollars in Race to the Top funds to incentivize state education agencies to implement educator effectiveness systems that utilized growth in student achievement as a significant factor. The relationship between proficiency in academic achievement and factors outside of a teacher's control caused many educators in New Mexico to feel disadvantaged by the demographics of students in their classroom when effectiveness is evaluated using test scores, resulting in an injunction on the system for certain accountability purposes. This study uses hierarchical linear modeling to compare the estimated unique contribution of a teacher's effect on growth in student achievement with and without using student-level demographic fixed effects to predict expected growth in student achievement. These student demographic fixed effects--outside-of-school factors typically associated with academic proficiency--included English language learner status, students with disabilities status, and economically disadvantaged status. The results indicate that the estimated unique contribution of a teacher's effect on growth in student achievement--when using prior math and reading scores, the proportion of time a teacher and student are associated in the school year, and whether the course was designated an intervention course as fixed effects--was not impacted in a statistically significant way when these student demographic factors are also included as fixed effects. These results support the equitable nature of the model. The population of study was limited to fifth grade math scores, providing a ripe opportunity to replicate the study with other subjects, grade levels, and fixed effects. The study reveals the need for qualitative inquiry to determine whether these measures are best used as casual effects regarding teachers or more appropriately used as descriptive information about classrooms. This qualitative inquiry would engage stakeholders to define the utility of the measures, providing an opportunity to bring context to these findings and to build consensus around their implications.
Download or read book Improving Student Achievement written by United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Postsecondary Education, Training, and Life-long Learning and published by . This book was released on 1999 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Addresses and Proceedings National Education Association of the United States written by National Education Association of the United States and published by . This book was released on 1915 with total page 1246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Vols. for 1866-70 include Proceedings of the American Normal School Association; 1866-69 include Proceedings of the National Association of School Superintendents; 1870 includes Addresses and journal of proceedings of the Central College Association.
Download or read book Proceedings of the Annual Meeting National Education Association of the United States written by National Education Association of the United States and published by . This book was released on 1915 with total page 1220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1973 with total page 914 pages. Available in PDF, EPUB and Kindle. Book excerpt:
