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ERIC Number: ED530173
Record Type: Non-Journal
Publication Date: 2012
Pages: 7
Abstractor: ERIC
Reference Count: 9
ISBN: N/A
ISSN: N/A
Paying Teachers to Perform: The Impact of Bonus Pay in Pernambuco, Brazil
Ferraz, Claudio; Bruns, Barbara
Society for Research on Educational Effectiveness
This study evaluates the impact of a group (school-based) teacher bonus program introduced in the Brazilian state of Pernambuco in 2008. Research questions are: i) Does setting school level targets and awarding bonus pay produce improvements in student learning? ii) Does setting school level targets and awarding bonus pay stimulate visible increases in teacher effort or changes in teaching practice that can explain improvement/lack of improvement in student learning? iii) Do school targets and bonus pay stimulate adverse behaviors? iv) Do more ambitious targets (ie, non-linear targets) stimulate higher performance? v) Does achieving the bonus stimulate greater or lesser school effort in the subsequent year? vi) Does the degree of trust and "social capital" in schools affect their performance? Outcomes measured in this study include student learning (on state-wide annual tests); graduation and repetition rates; teacher and student absence; teachers' use of class time, materials and interactions with students; and social capital and trust in schools (measured on a globally validated questionnaire, applied to school directors). An innovation of this research is its use of a standardized classroom observation instrument (the Stallings classroom snapshot) to collect rich, classroom level data in a panel of 1,200 randomly selected classrooms in a state-wide representative sample of 300 schools. The instrument captures changes in teachers' use of class time, materials, interactions with students and students' engagement with their work in response to the bonus regime. The instrument also permits more precise measurement of possible adverse effects such as diversion of time away from non-tested subjects and excessive focus on test preparation. (Contains 1 footnote.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Brazil