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ERIC Number: EJ917590
Record Type: Journal
Publication Date: 2011
Pages: 5
Abstractor: ERIC
Reference Count: 14
ISSN: ISSN-0271-6062
Performance Pay for Teachers
Protheroe, Nancy
Principal, v90 n4 p28-30, 32, 34 Mar-Apr 2011
During the past few years, interest in shifting at least a portion of what teachers are paid away from a reliance on a traditional salary schedule to one that incorporates a pay for performance component has reached a new high. Proponents of the approach view it as a way to improve teacher quality by both motivating teachers and--through higher levels of compensation for effective teachers--encouraging high-quality people to enter and remain in the profession. There are several reasons for both the resurgence of interest and the tenacity with which this reform effort is now taking hold. First, a number of states and districts have begun to implement and experiment with structures that shift away from dependence on the traditional salary schedule. Second, an increasingly strong research base has identified only a small correlation between factors such as teacher experience and degree status--elements around which traditional salary schedules are built--and student learning. Third, approaches used to link specific teachers to student growth have evolved and become more sophisticated. This "value-added" research also has produced statistical evidence of the impact, both positive and negative, that one teacher can have on a student's learning. Finally, the federal government--specifically, President Barack Obama's administration--has signaled its strong interest in pay for performance as an educational reform strategy. While there is an assumption held by many that paying teachers for performance can have a positive impact on student achievement, more research-based information is still critically needed.
National Association of Elementary School Principals (NAESP). 1615 Duke Street, Alexandria, VA 22314. Tel: 800-386-2377; Tel: 703-684-3345; Fax: 800-396-2377; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A