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ERIC Number: EJ963424
Record Type: Journal
Publication Date: 2012-Jun
Pages: 21
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-0162-3737
The Micropolitics of Implementing a School-Based Bonus Policy: The Case of New York City's Compensation Committees
Marsh, Julie
Educational Evaluation and Policy Analysis, v34 n2 p164-184 Jun 2012
This article examines the micropolitics of implementing New York City's Schoolwide Performance Bonus Program and school governance bodies (Compensation Committees) that determined distribution of school-level rewards among personnel. Drawing on a two-year, mixed-methods study, the author finds that although most participants surveyed described a democratic process, case data suggest that principals sometimes overtly and covertly exercised power to shape decisions. The author finds that egalitarian norms, macro-political pressures, the tendency to suppress conflict, and policy design explain why most committees developed equal-share distribution plans even though a significant proportion of members favored some differentiation. The article illuminates the challenges of engaging stakeholders in incentive program design and affirms the value of combining political and sociological perspectives to understand education policy implementation. (Contains 1 figure, 4 tables, and 8 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York