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ERIC Number: ED518815
Record Type: Non-Journal
Publication Date: 2011-Apr-15
Pages: 78
Abstractor: As Provided
Reference Count: 35
Improving Teacher Effectiveness: An Examination of a Pay for Performance Plan for Boosting Student Academic Achievement in Charlotte-Mecklenburg Schools
Ngoma, Sylvester
Online Submission
Throughout the United States, educational organizations are striving to find more effective ways to improve teacher performance and student learning. The increased pressure to improve teacher effectiveness in the classroom has led many public school districts to adopt a pay for performance system as a strategic compensation option for enhancing teacher performance, and thereby, improving student academic achievement. However, few studies have empirically substantiated the interdependence between performance pay, teacher performance and student achievement. Yet, the Charlotte-Mecklenburg School district is in the process of implementing a new Pay for Performance plan before the plan has been thoroughly evaluated, properly tested, and completely developed. Given the multitude of factors that contribute to student learning, this paper concludes that a heavy reliance on a performance-based plan to motivate teachers may have negative effects on teacher effectiveness and student learning outcomes, if the plan is not well designed and/or if it is hastily implemented. Furthermore, it points out the problematic of operationalizing teacher performance and the intricacies of linking pay to performance as major hurdles to such a plan. Charlotte-Mecklenberg school salary schedules for teachers are appended. (Contains 8 figures and 8 tables.)
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina