By Julie A. Marsh, Matthew G. Springer, Daniel F. McCaffrey, Kun Yuan, Scott Epstein
For 3 institution years, from 2007 to 2010, approximately 2 hundred high-needs big apple urban public faculties participated within the Schoolwide functionality Bonus software, whose large goal used to be to enhance pupil functionality via school-based monetary incentives. An self sufficient research of attempt ratings, surveys, and interviews came upon that this system didn't increase scholar success, maybe since it didn't encourage swap in educator habit.
Read Online or Download A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses: Final Evaluation Report PDF
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Additional info for A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses: Final Evaluation Report
According to the authors, “this observation suggests a possible policy tension between incentives that are strong enough to elicit a behavioral response from teachers and the need for teacher acceptance and participation in such plans” (p. 218). 2 We did not review earlier literature on merit pay experiments or surveys of teacher attitudes toward incentive pay from the 1980s. For further details on these programs, see for example, Ballou and Podgursky, 1993; Murnane and Cohen, 1986; Johnson, 1986; Odden and Kelley, 2002; Podgursky and Springer, 2007.
Implementing the program on a small scale and including randomized treatment and control groups for three years (perhaps not intended at the outset) provided valuable information to inform future decisions about an essentially untested policy innovation. Leaders created the opportunity to gather comprehensive data on the implementation and outcomes to assess the merits of continuing and further scaling up this policy. The pilot period and evaluation also provided leaders an opportunity to reexamine the theory of action and assumptions underlying the SPBP.
The authors tested how SPBP affected student achievement, attendance, behavioral incidents, course grades, and graduation rates (Fryer, 2011). It also tested how the program affected teacher retention in the district, personal absences, and responses to the district-administered school survey, which measures school environment and was one component of the performance measures used in determining bonuses. The study used student-, teacher-, and school-level data from all three years of SPBP and found no evidence that the program increased student achievement.