Performance-Based Pay for Educators: Assessing the Evidence by Jennifer King Rice,Betty Malen

By Jennifer King Rice,Betty Malen

This booklet presents an in-depth research of a performance-based pay initiative and crystalizes the layout concerns and implementation demanding situations that rejected efforts to translate this promising coverage into perform. This tale has a lot to claim to teachers and policymakers who're attempting to work out the mixtures of incentives and the whole variety of assets required to set up incentive courses that advertise an enough offer and equitable distribution of able and devoted educators for our public faculties. The publication uncovers the stipulations that seem to be worthwhile, if now not absolutely enough, for performance-based projects to have an opportunity to gain their formidable goals and the study that's required to lead coverage improvement. In so doing, the authors think of the thorny query of no matter if performance-based pay platforms for educators are definitely worth the investment.

“Education reformers have lengthy recognized that performance-based pay is devilishly tough to enforce. All too frequently top-down, piecemeal adjustments squander scarce assets and undermine belief. Now, Rice and Malen’s pleasant learn of 1 district’s complete pay reform unearths that even well-planned, collaborative efforts simply cross awry, casting additional doubt at the promise of pay incentives to enhance education. This ebook is needed interpreting for all well-intentioned reformers.”
Susan Moore Johnson, Harvard college

“Rice and Malen supply a compelling account of 1 district’s event with a performance-based incentive software for educators. This book is an extraordinary and worthwhile research of a coverage uncovering either the technical and political demanding situations inherent in designing and imposing reform even less than the main promising of stipulations. Given the iconic curiosity in and ongoing federal investment on hand for pay-for-performance policies—and the fabulous loss of learn proof undergirding this popularity—it behooves policymakers, reformers, funders, and scholars to profit from this significant case.”
Julie A. Marsh, University of Southern California

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