By Julie A. Marsh, Matthew G. Springer, Daniel F. McCaffrey, Kun Yuan, Scott Epstein

ISBN-10: 0833052519

ISBN-13: 9780833052513

For 3 college years, from 2007 to 2010, approximately two hundred high-needs big apple urban public colleges participated within the Schoolwide functionality Bonus software, whose extensive target used to be to enhance scholar functionality via school-based monetary incentives. An autonomous research of try out rankings, surveys, and interviews stumbled on that this system didn't enhance scholar fulfillment, possibly since it didn't encourage switch in educator habit.

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Extra resources for A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses: Final Evaluation Report

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5 Effects on Staff Mobility Few studies empirically examine how bonus programs affect teacher turnover. One such study of the Texas GEEG found no evidence that schools in the program experienced systematic teacher turnover (Taylor and Springer, 2009). However, there were significant differences in the first year of the program for experienced teachers, in the second year of the program for beginning teachers, and in the third year for teachers as a whole. However, there were significant differences among experienced teachers for year 1, among beginning teachers for year 2, and among teachers as a whole for year 3.

In recent years, pay-for-performance has also received substantial attention as an option for meeting goals in the public sector. Although most school districts continue to tie educator pay to years of service and education level, many states, districts, and schools in recent years have experimented with alternative compensation systems that include not only performance-based pay but also bonus pay for acquiring new knowledge and skills, teaching particular subject areas, and working in hard-to-staff schools (Johnson and Papay, 2009; Podgursky and Springer, 2007; Springer, 2009).

Another significant program operated throughout the country is the Teacher Advancement Program (TAP) developed by the Milken Family Foundation in 1999. TAP is a comprehensive school reform model which, among other things, financially rewards teachers based on student performance, increased roles and responsibilities, and classroom teaching performance. 1 In the 2010–2011 school year, TAP leaders reported operating in schools in 66 districts in 11 states, affecting more than 100,000 students and 10,000 teachers (National Institute for Excellence in Teaching, 2011).

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A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses: Final Evaluation Report by Julie A. Marsh, Matthew G. Springer, Daniel F. McCaffrey, Kun Yuan, Scott Epstein


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