ERIC Number: ED445393
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
The Pros and Cons of Performance-Based Compensation.
Solmon, Lewis C.; Podgursky, Michael
This paper analyzes the current and historical criticism of performance-based compensation in K-12 education. It claims that new compensation methods are feasible and are necessary in order to attract and retain the best and the brightest into the teaching profession. The document outlines the objections to performance-based compensation, which in recent times was termed "merit-pay" compensation: (1) difficulty in evaluating teacher performance; (2) decline in teacher morale; and (3) political problems in the schools. The history of performance-based compensation and the chronic problems that typically undermine the system, such as teaching to tests that measure student performance or direct fraud, are also discussed. The article describes other deceptions in performance-based compensation and offers possible solutions to the objections, including programs that enforce collaboration so as to offset the belief that individual merit undermines the collegial character of effective schools, and the fallacy of believing that there are no effective measurements for "good teaching" since measures are used for hiring and granting tenure. Other areas addressed include the view that reliance on test scores can present major problems, and the concern that by rewarding teachers for student achievement, hard-to-teach children will be left out. (Contains 17 references.) (RJM)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Milken Family Foundation, Santa Monica, CA.