A Big Apple for Educators: New York City's Experiment with by Julie A. Marsh, Matthew G. Springer, Daniel F. McCaffrey,

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

For 3 tuition years, from 2007 to 2010, approximately two hundred high-needs manhattan urban public colleges participated within the Schoolwide functionality Bonus software, whose extensive goal used to be to enhance pupil functionality via school-based monetary incentives. An autonomous research of try ratings, surveys, and interviews came upon that this system didn't enhance pupil success, might be since it didn't inspire switch in educator habit.

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

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338). Nevertheless, the research is not overwhelmingly positive about the effects on motivation, and Henemen and Milanowski’s conclusions should be interpreted with caution. For example, in one substudy of 16 schools participating in a schoolwide bonus program in Kentucky, teachers reported that, although the bonus was a nice acknowledgment of their work, they were not primarily motivated to change their teaching practices because of the potential to receive it (Kelley, 1998). Further, some have criticized the studies in Kentucky and North Carolina for basing their optimistic conclusions about the motivational effects of school-based performance rewards on self-reported data and data collected “as an after-the-fact response to a new program,” instead of on an assessment comparing motivational levels before and after the intervention over the long term (Malen, 1999, p.

Solmon, 2006; Stronge, Gareis, and Little, 2006). Opponents, on the other hand, contend that performance-based compensation is not appropriate for education. , Murnane and Cohen, 1986). , Pechthalt, 2007). , Elmore, 2004; McLaughlin, 1987). Historical Antecedents in Education Interest in performance-based compensation in education has a long history in the United States. The current wave of reform efforts follows earlier experimentation in the late 19th and early 20th century, as part of Fredrick Taylor’s scientific management movement; in the 1960s, sparked by the Russian launch of Sputnik and concerns about the quality of American education; and in the 1980s, following the publication of A Nation at Risk (National Commission on Excellence in Education, 1983; Johnson and Papay, 2009; Springer, 2009).

Said a UFT official, “We [the UFT] told [teachers] this is a school program. Let the school decide to go in or not. If you [delegates] vote down the agreement, then you won’t even give [schools] the opportunity to vote yes or no [on going into the program]. ” Finally, NYCDOE leaders viewed the policy as complementary to a series of concurrent reforms being undertaken districtwide under the Children First initiative. Mayor Bloomberg, with Schools Chancellor Joel Klein, launched this reform initiative in 2002 “to create a system of outstanding schools where effective teaching and learning is a reality for every teacher and child” (NYCDOE, undated).

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