Right on the Money
Despite repeated efforts to reward teachers based on performance -- both theirs and their students' -- many experts say this incentive doesn't improve education.
Offering financial incentives to improve education -- providing money rewards to students, teachers, schools, or districts as a way to motivate them to try harder and do better -- is one of the hottest topics in education today.
On the student side, schools in cities like New York, Chicago, and Washington, D.C., are experimenting with financial rewards, including cash payouts to students who make good grades or show other achievement. The new competitive incentive grants from the federal Department of Education -- the so-called "Race to the Top" money -- hand out financial remuneration to states that comply with certain requirements, including improving academic results.
But the greatest focus has been "pay for performance" initiatives for teachers whose students make the most academic progress, typically measured by results of standardized tests. The concept is simple: A series of influential studies in recent years have shown that teacher quality is one of the most important factors in student achievement, so "good" teachers -- as reflected in growth in student test scores -- should be paid more than their less able colleagues. Financial incentives will encourage teachers to try harder in their jobs, the theory goes, and those who don't should leave the field and seek other careers. Pay for performance will rid schools of mediocre teachers, proponents say, leading to higher student achievement, betters schools, and, in the long-run, a more productive workforce in the United States.
In the ongoing effort to address the complicated issue of improving American education, pay for performance seems to make sense, and so the movement has caught on across the country. In the past decade, at least 20 states and a large number of districts have instituted some form of pay for performance for teachers, including California, Florida, Minnesota, Texas, and the cities of Cincinnati, Denver, New York, and
Offering financial incentives to improve education -- providing money rewards to students, teachers, schools, or districts as a way to motivate them to try harder and do better -- is one of the hottest topics in education today.On the student side, schools in cities like New York, Chicago, and Washington, D.C., are experimenting with financial rewards, including cash payouts to students who make good grades or show other achievement. The new competitive incentive grants from the federal Department of Education -- the so-called "Race to the Top" money -- hand out financial remuneration to states that comply with certain requirements, including improving academic results.
But the greatest focus has been "pay for performance" initiatives for teachers whose students make the most academic progress, typically measured by results of standardized tests. The concept is simple: A series of influential studies in recent years have shown that teacher quality is one of the most important factors in student achievement, so "good" teachers -- as reflected in growth in student test scores -- should be paid more than their less able colleagues. Financial incentives will encourage teachers to try harder in their jobs, the theory goes, and those who don't should leave the field and seek other careers. Pay for performance will rid schools of mediocre teachers, proponents say, leading to higher student achievement, betters schools, and, in the long-run, a more productive workforce in the United States.
In the ongoing effort to address the complicated issue of improving American education, pay for performance seems to make sense, and so the movement has caught on across the country. In the past decade, at least 20 states and a large number of districts have instituted some form of pay for performance for teachers, including California, Florida, Minnesota, Texas, and the cities of Cincinnati, Denver, New York, and
