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ERIC Number: ED510467
Record Type: Non-Journal
Publication Date: 2006-Nov
Pages: 3
Abstractor: ERIC
Reference Count: N/A
Teacher Performance Pay: A Review. Research Brief
National Center on Performance Incentives
A comprehensive report from the National Center on Performance Incentives reviews the history of teacher pay policy in the United States and earlier cycles of interest in merit or performance-based pay, the various critiques of its use in K-12 education, and empirical research studies that are useful in considering its likely impact. The report from the authors finds evidence of a recent upsurge of interest in incentive programs in many states and local school districts, but acknowledges the expanded use of performance pay in educational settings has been controversial. While performance pay incentives for teachers have generally been shown to increase the behavior or outcome being incentivized, the authors caution that policymakers must pay close attention to how student achievement and teacher effectiveness are defined and measured. Despite its challenges, the potential economic and academic benefits of pay for performance models in educational settings warrant continued experimentation and evaluation. (Contains 1 table.) [This research brief describes work performed by the National Center on Performance Incentives and documented in "Teacher Performance Pay: A Review," by Michael J. Podgursky and Matthew G. Springer.]
National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Vanderbilt University, National Center on Performance Incentives
Identifiers - Location: United States
IES Funded: Yes
Grant or Contract Numbers: R305A060034