ERIC Number: ED309155
Record Type: Non-Journal
Publication Date: 1989-Apr
Reference Count: N/A
Teacher Incentive Programs in the Public Schools. Survey Report.
Bobbitt, Sharon A.
Teacher incentive programs, including merit pay and career ladders, have been the focus of a great deal of debate among teachers, teachers' unions, administrators, and others in the education community. Teacher incentive programs have the potential to affect over 2 million public school teachers. This report on a national survey of public schools conducted in the 1984-85 school year, is designed to provide baseline data on teacher incentive programs that current and future research can use to estimate the changes that may be occurring in this area. The first section of the report discusses characteristics of schools that do and that do not have teacher incentive programs, and the types of programs most and least likely to be present in schools. The second section examines characteristics of teachers who work in schools with and without incentive programs. The third section explores the usefulness of the administrators' ratings on the effectiveness of each incentive program. The following are samples of the findings discussed in this report: (1) In 1984-85, about 38 percent of all public schools offered one or more teacher incentive programs, compared with 18 percent in school year 1983-84; (2) Less than half (42 percent) of all public school teachers worked in schools which offered one or more teacher incentive program; (3) Large schools are more likely to offer teacher incentive programs than small schools; (4) Schools with higher proportions of minority students are more likely to offer incentive programs than schools with lower proportions of minority students; (5) Minority teachers are more likely to work in schools offering teacher incentive programs than white, non-Hispanic teachers. Appended technical notes provide information on data gathering and school and teacher variables taken into consideration by the study. Ten tables and six figures are provided. (JD)
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.