By Julie A. Marsh, Matthew G. Springer, Daniel F. McCaffrey, Kun Yuan, Scott Epstein
For 3 university years, from 2007 to 2010, approximately 2 hundred high-needs ny urban public colleges participated within the Schoolwide functionality Bonus application, whose vast goal was once to enhance scholar functionality via school-based monetary incentives. An self sufficient research of try out rankings, surveys, and interviews stumbled on that this system didn't increase scholar success, probably since it didn't encourage switch in educator habit.
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Additional resources for A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses: Final Evaluation Report
Implementing the program on a small scale and including randomized treatment and control groups for three years (perhaps not intended at the outset) provided valuable information to inform future decisions about an essentially untested policy innovation. Leaders created the opportunity to gather comprehensive data on the implementation and outcomes to assess the merits of continuing and further scaling up this policy. The pilot period and evaluation also provided leaders an opportunity to reexamine the theory of action and assumptions underlying the SPBP.
There are two main types of incentive structures. , the top 10 percent of schools receive a bonus). In this way, it is the relative performance of individuals or groups that matters, rather than the absolute performance. , a teacher or school) meeting that threshold receives a reward. Third, programs can vary in terms of what they measure and on what basis bonuses are awarded. Some programs measure educational inputs or behaviors and activities believed to improve teaching and learning. Commonly used as the basis of performance-pay programs developed prior to 2002, these inputs can include attending professional development, taking on special responsibilities, and taking less 10 A Big Apple for Educators leave.
S. Department of Education’s Institute of Education Sciences. We are indebted to the many administrators, principals, teachers, paraprofessionals, and other school staff who participated in the study and shared their valuable time and insights with us. We also thank the principals and teachers who pilot tested our surveys. The project would not have been completed without the assistance of many colleagues from RAND, including Melissa Bradley and her team within the Survey Research Group; Bas Weerman, Tanya Gutsche, and Emily Payne from Multimode Interviewing Capability; Sharon Koga, Chris Dirks, Yvonne Torres, Elizabeth Steiner, Al Crego, Brian Stecher, Susan Bodilly, Robert Hickam, Louis Ramirez, Sheila Logue, and Lance Tan, and from Vanderbilt University’s Peabody College, including Ryan Balch, Cate Gardner, Jessica Lewis, Amie Rappaport, and Jeffrey Springer.
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