NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ872046
Record Type: Journal
Publication Date: 2010
Pages: 4
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-0009-8655
Paying Teachers According to Student Achievement: Questions regarding Pay-for-Performance Models in Public Education
Caillier, James
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v83 n2 p58-61 2010
In an effort to correct for perceived deficiencies in the No Child Left Behind Act, value-added models were proposed as a way to find out how much students learned in schools and classrooms throughout the school year. What has garnered much controversy regarding the value-added model, however, is the attempt to link pay and tenure to performance. In this article, a theoretical framework is introduced that examines the likely success of using value-added assessments as a pay-for-performance tool. After applying the theory, the author suggests that caution should be used when utilizing value-added assessments to pay teachers for student learning. (Contains 1 figure.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001