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Author: Matthew G. Springer
Publisher: DIANE Publishing
ISBN: 143794051X
Category : Education
Languages : en
Pages : 77
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Book Description
Author: Matthew G. Springer
Publisher: DIANE Publishing
ISBN: 143794051X
Category : Education
Languages : en
Pages : 77
Get Book Here
Book Description
Author: Julie A. Marsh
Publisher: Rand Corporation
ISBN: 0833052543
Category : Education
Languages : en
Pages : 313
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Book Description
For three school years, from 2007 to 2010, about 200 high-needs New York City public schools participated in the Schoolwide Performance Bonus Program, whose broad objective was to improve student performance through school-based financial incentives. An independent analysis of test scores, surveys, and interviews found that the program did not improve student achievement, perhaps because it did not motivate change in educator behavior.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264034358
Category :
Languages : en
Pages : 246
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Book Description
This book identifies good practices in the design and implementation of evaluation and teacher incentive systems from various perspectives through formulation, stakeholder negotiation, implementation, monitoring and follow-up.
Author: Michael Fullan
Publisher: Teachers College Press
ISBN: 0807772763
Category : Education
Languages : en
Pages : 193
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Book Description
Big cities have struggled to improve public school systems. This book shows why—and offers a framework for achieving future success. Fullan and Boyle, internationally renowned thinkers on school change, demonstrate that while the educational challenges of big cities may be overwhelming, they are not insurmountable. They draw on ten years’ of research to identify six essential “push” and “pull” actions that enable big school systems to improve student achievement. Leaders must push to challenge the status quo, convey a high sense of urgency, and have the courage needed to intervene. But they need to also pull together to create a commonly-owned strategy, develop professional power, and attend to sustainability. Examining three major cities—New York, Toronto, and London—through the decade of 2002–2012, this book weaves case studies with careful analysis and recommendations to hone in on which policies and strategies work best to raise the bar for all students and reduce the gap for the disadvantaged. Big-City School Reforms offers invaluable advice to those leading the next phase of school reform in cities around the world. This is an eminently practical book that focuses on big problems and big solutions. “This encouraging book draws on the recent experiences of New York, London, and Toronto to identify what it takes to transform big-city school systems. It recognises their complexities without being overawed by them. By concentrating on the factors that seem to matter most, it offers real hope that we can now tackle some of the key issues that have frustrated reform efforts in the past.” —Geoff Whitty, director emeritus, Institute of Education, University of London, UK "Fullan and Boyle present a compelling framework for motivating and sustaining improvement in large urban school districts. The authors’ premise that system leaders must optimally balance push and pull strategies serves as an important lesson to school-level leaders as well.” —Sandra J. Stein, education and leadership consultant “In this important new book, Fullan and Boyle answer the most important question facing the leaders of the world's major cities: what will it take to significantly improve the quality of public education? Through a sophisticated analysis of the policies pursued in New York, Toronto, and London, the authors make it possible for us to see why some cities are making more progress than others. Their clear and compelling insights couldn't be more relevant and timely.” —Pedro A. Noguera, Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education and Development, Executive Director, Metropolitan Center for Urban Education, New York University Michael Fullan, Order of Canada, is professor emeritus of the Ontario Institute for Studies in Education at the University of Toronto. Alan Boyle is director of Leannta Education Associates where he designs professional learning for education leaders.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264094407
Category :
Languages : en
Pages : 126
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Book Description
This report presents the main findings and policy recommendations developed by the OECD Steering Group on Evaluation and Teacher Incentive Policies, consisting of international experts.
Author: Iris BenDavid-Hadar
Publisher: Springer
ISBN: 3319903888
Category : Education
Languages : en
Pages : 309
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Book Description
This volume revisits educational equality and equity issues, especially, in education finance-related topics consisting of 15 chapters and organized in two parts. The first part of the volume entitled “Education Finance”, focuses on equity aspects of resource allocation and its influence on education. The second part, entitled “Educational Equality and Equity”, focuses on the conceptualization, and the measurements of educational inequity, and inequality with special emphasis on the cost of inequality. The field of education finance has been significantly influencing policy-makers in many countries in recent years. This volume is focused on equity and equality in education finance in an international frame. This book would be of interest to (1) scholars at the fields of education finance, economics of education, and educational policy, (2) graduate students at the course of school finance or economics of education, and (3) local and global policy makers at the fields of education policy, and education finance.
Author: Jim Horn
Publisher: IAP
ISBN: 1623963931
Category : Education
Languages : en
Pages : 286
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Book Description
With new student assessments and teacher evaluation schemes in the planning or early implementation phases, this book takes a step back to examine the ideological and historical grounding, potential benefits, scholarly evidence, and ethical basis for the new generation of test based accountability measures. After providing the political and cultural contexts for the rise of the testing accountability movement in the 1960s that culminated almost forty years later in No Child Left Behind and Race to the Top, this book then moves on to provide a policy history and social policy analysis of value-added testing in Tennessee that is framed around questions of power relations, winners, and losers. In examining the issues and exercise of power that are sustained in the long-standing policy of standardized testing in schools, this work provides a big picture perspective on assessment practices over time in the U. S.; by examining the rise of value-added assessment in Tennessee, a fine-grained and contemporary case is provided within that larger context. The last half of the book provides a detailed survey of the research based critiques of value-added methodology, while detailing an aggressive marketing campaign to make value-added modeling (VAM) a central component of reform strategies following NCLB. The last chapter and epilogue place the continuation of test-based accountability practices within the context of an emerging pushback against privatization, high stakes testing, and other education reforms. This book will be useful to a wide audience, including teachers, parents, school leaders, policymakers, researchers, and students of educational history, policy, and politics.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309225078
Category : Education
Languages : en
Pages : 111
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Book Description
In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement. The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in education that has been going on for decades. Over time, such accountability systems included ever-stronger incentives to motivate school administrators, teachers, and students to perform better. Incentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems. The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student learning and offers recommendations for how to improve current test-based accountability policies. The most important directions for further research are also highlighted. For the first time, research and theory on incentives from the fields of economics, psychology, and educational measurement have all been pulled together and synthesized. Incentives and Test-Based Accountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountability systems. Education researchers, K-12 school administrators and teachers, as well as graduate students studying education policy and educational measurement will use this book to learn more about the motivation of educators and students. Education policy makers at all levels of government will rely on this book to inform policy discussions about NCLB and state accountability systems.
Author: Jennifer King Rice
Publisher: Teachers College Press
ISBN: 0807758019
Category : Business & Economics
Languages : en
Pages : 209
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Book Description
This book provides an in-depth analysis of a performance-based pay initiative and crystalizes the design issues and implementation challenges that confounded efforts to translate this promising policy into practice. This story has much to say to academics and policymakers who are trying to figure out the combinations of incentives and the full range of resources required to establish incentive programs that promote an adequate supply and equitable distribution of capable and committed educators for our public schools. The book uncovers the conditions that appear to be necessary, if not fully sufficient, for performance-based initiatives to have a chance to realize their ambitious aims and the research that is required to guide policy development. In so doing, the authors consider the thorny question of whether performance-based pay systems for educators are worth the investment. Book Features: Examines the use of educator compensation reform as a tool to improve human capital in chronically low-performing schools. Analyzes how a theoretically promising incentive program actually plays out in schools. Documents policy implementation and its impacts through the experiences and voices of teachers and school administrators. Concludes with clear and actionable recommendations for policy and research.
Author: Matthew G. Springer
Publisher: Rowman & Littlefield
ISBN: 0815701950
Category : Education
Languages : en
Pages : 348
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Book Description
The concept of pay for performance for public school teachers is growing in popularity and use, and it has resurged to once again occupy a central role in education policy. Performance Incentives: Their Growing Impact on American K-12 Education offers the most up-to-date and complete analysis of this promising—yet still controversial—policy innovation. Performance Incentives brings together an interdisciplinary team of experts, providing an unprecedented discussion and analysis of the pay-for-performance debate by • Identifying the potential strengths and weaknesses of tying pay to student outcomes; • Comparing different strategies for measuring teacher accomplishments; • Addressing key conceptual and implemen - tation issues; • Describing what teachers themselves think of merit pay; • Examining recent examples in Arkansas, Florida, North Carolina, and Texas; • Studying the overall impact on student achievement.
