ERIC Number: ED465823
Record Type: Non-Journal
Publication Date: 2001-Dec
Reference Count: N/A
Pathway to Results: Pay for Performance in Denver.
Bell, Denise A.; Gratz, Donald B.; Helms, Barbara J.; Slotnik, William J.; Smith, Maribeth
In 1999, Colorado's Denver Public schools initiated the Pay for Performance pilot, which links teacher compensation to student achievement. Researchers examined its impact on achievement by comparing three measures of student achievement across pilot and control schools; teacher objectives; school, teacher, and student factors which impact teaching and learning; and broader institutional factors. This report covers the pilot's baseline year (1999-00) and the subsequent full implementation year, analyzing results as seen in student achievement and as perceived by teachers, parents, and administrators. Data came from individual and group interviews, comprehensive surveys of pilot and control schools, results of student achievement, and an extensive range of internal and external documents. Control elementary schools did slightly better than intervention schools on the Iowa Test of Basic Skills (ITBS), but the opposite was true for the Colorado Student Assessment Program. Intervention middle schools outperformed control middle schools on the ITBS. Teachers considered objectives an essential connector between student achievement and teacher compensation. Quality of teacher objectives positively correlated with student gain. Most teachers believed they were not doing anything differently. Parents believed the pilot increased focus on achievement. Administrators believed that student achievement increased. While considerable progress was made, difficulties of measurement and assessment remained. Recommendations related to objectives, district data capacity, assessment, professional development, the new salary structure, the approaches, and organizational and financial forecasts are presented. (SM)
Descriptors: Academic Achievement, Administrator Attitudes, Educational Research, Elementary Secondary Education, Mathematics Skills, Merit Pay, Parent Attitudes, Program Evaluation, Reading Skills, Standardized Tests, Teacher Attitudes, Teacher Salaries
Community Training and Assistance Center, 30 Winter Street, 7th Floor, Boston, MA 02108. Tel: 617-423-1444; e-mail: firstname.lastname@example.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Denver Public Schools, CO.
Authoring Institution: Community Training and Assistance Center, Boston, MA.
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills