ERIC Number: EJ868286
Record Type: Journal
Publication Date: 2009-Nov
Abstractor: As Provided
Reference Count: 7
The Problem with Performance Pay
Gratz, Donald B.
Educational Leadership, v67 n3 p76-79 Nov 2009
Although today's performance pay plans take many forms, the most commonly proposed version--in which teachers are rewarded on the basis of their students' standardized test scores--flows from flawed logic and several troublesome assumptions: that teachers lack motivation and supposedly need financial awards to give students what they need; that U.S. schools are failing compared with school systems in other parts of the world; and that measuring academic achievement--through the use of standardized testing--is all that counts. Denver, Colorado's Pay for Performance pilot resulted in a new approach to looking at performance. The new plan replaces the traditional approach to compensation with its combined focus on student academic growth; teacher knowledge and skill; professional evaluation; and market incentives, which refer to bonuses awarded to teachers working in difficult-to-serve schools or in difficult-to-staff positions. The discussion of performance pay should lead states and districts to a new consideration of the true goals of education.
Descriptors: Teaching (Occupation), Job Performance, Merit Pay, Incentives, Teacher Evaluation, Compensation (Remuneration), Relationship, Standardized Tests, Academic Achievement, Instructional Effectiveness, Research Methodology, Social Science Research, Knowledge Base for Teaching
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Colorado