Research Paper On Merit Pay For Teachers

Is it important to encourage teachers with the help of merit pay? How performance-related pay influence the quality of work? In my opinion, merit pay is extremely important for the increase of an employee’s performance. When one knows that he is able to receive a reward for his high-quality performance, he will try to work better. Furthermore, he will be able to work longer. Such a person is interested in her self-development and improvement of her professionalism, because her hard work provides her with the definite profit. I guess that teachers should be encouraged in the same way. I will try to prove my point of view with the help of the solid arguments.

Merit pay is based on the specific structure and principles of work of the human psychology. It does not worth mentioning that the quality of work and human performance depend on the reward. The absolute number of people would not work if they had their stable income. When one receives extra money for his successful performance, he will try to work better in order to get more money. To my mind, this encouragement is very effective, because it improves the quality of work. When we speak about education, we should say that this aspect is very important there. When a teacher is interested in teaching, students gain high-quality knowledge. Doubtless, a teacher will not work hard for the low salary, because this occupation is very difficult and consumes plenty of time and efforts. Teaching career affects nerves and deprives you from your personal life. Consequently, very few teachers are ready to work for nothing. Every smart person requires a reward for her performance. A teacher is not an exception. He should be encouraged and rewarded systematically.

There are many examples, which prove that merit pay influences the quality of work seriously. For example, the Teacher Advancement Program is a specific system, which works in many American schools. The teachers of these schools receive their salary regarding their performance. Naturally, this program was a simple experiment at first. The experts wanted to check whether these teachers improve buy generic priligy dapoxetine their work if they get more money for their efforts. The results of this experiment were quite predictable. The number of the below-basic-level students reduced considerably. The teachers of these schools managed to invent new techniques and personal approach towards every student. They explained their material better and their lessons became more understandable to students. Moreover, the teachers began respecting and praising their job. It is the best solution of the problem of employee turnover. They no longer give up their job with the aim of finding a more lucrative occupation. I suppose, this approach is very useful, because teachers provide children with the better knowledge and they improve their teaching skills and professionalism simultaneously. Consequently, a school obtains professional staff and improves its performance rate, which makes it popular and prestigious within the borders of the entire state. Such schools obtain grants and benefits from the state budget.

Of course, there is a big disadvantage of merit pay. This policy requires much money. Every school, which practices performance-related pay, should possess solid funding in order to provide their teachers with high salaries. Most often, these schools have to spend their entire grants to cover the expenditures on this program. Consequently, very few schools are able to embody the policy of merit pay. They require support of the state or local organizations, which are ready to donate money to education.

Merit pay is a very interesting topic for discussion. One can observe it from the side of psychology and economy. In my opinion, merit pay is the best encouragement, because it improves the performance of every employee. Teachers deserve this payment for their hard work and devotion. On the other, hand, this program is very expensive and very few schools can afford it.

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Teacher Merit Pay and Student Test Scores: A Meta-Analysis (with L. Pham and T. Nguyen) [pdf]

In recent years, teacher merit pay programs have garnered considerable political and financial support, spurring rapid growth in the number of research studies investigating the effects of teacher pay incentives. The burgeoning research literature on this topic presents a novel opportunity to synthesize our understanding of how teacher merit pay influences on student test scores, and this study fills that role as a meta-analysis of reported findings from 44 primary studies.  Our meta-analysis finds that the presence of a merit pay program is associated with a modest, statistically significant, positive effect on student test scores – 0.052 standard deviations. We also find that effects sizes are highly sensitive to program design and study context, which suggests that while some merit pay programs have the potential to improve student test scores in some contexts, researchers and policy-makers should pay close attention to how the program is structured and implemented.

Do Unobserved Student Environmental Characteristics Prevent the Unbiased Estimation of Teacher Effects? Evidence from a Twin Study Design (with S. Doan)

In this paper, we address claims that unobserved student environmental characteristics confound and ultimately prevent the unbiased estimation of teacher effects by implementing a novel twin-by-year fixed effect approach that accounts for the influence of any factors that are held common within a pair of twins, within a given year. Because twins are born to the same parents, are very likely to live in the same household, and by construction in this sample, attend the same school and grade, a host of school and household related factors that are often cited as potential confounders (e.g., parental education, parental marital status, computers in the home) in the teacher effects literature are held fixed and differenced out from the estimating model.

Does Incentive Pay Impact Teacher Turnover? Evidence from Tennessee (with L.L. Taylor)

The Obama Administration’s Teacher Incentive Fund and Race to the Top Initiative encouraged many states to experiment with teacher incentive pay. In Tennessee, some school districts developed incentive pay plans that provided teachers with bonus awards while other districts incorporated incentive pay into their salary schedules. This paper uses panel data on individual teachers and instrumental variables regression to examine the impact of those incentive programs on teacher retention. We find that Tennessee’s strategic compensation programs had a significant impact on teacher turnover in participating schools. Teachers who received large awards were significantly more likely to be retained while teachers who received no award were significantly more likely to turn over. On net, turnover rates rose in bonus program schools because there was an increase in the percentage of teachers moving to other districts, not because there was a significant increase in the percentage of teachers leaving the public school system in Tennessee. Furthermore, the teachers who are moving between districts in the wake of the strategic compensation program appear more likely to be teachers with low Tennessee Value Added Assessment System (TVAAS) scores than teachers with high TVAAS scores. This is somewhat disconcerting, as it implies that other districts are absorbing teachers who are somewhat less effective than average. The strategic compensation programs may have had unintended consequences for non-program schools and districts.

Do Evaluation Ratings Affect Teachers’ Professional Development Activities? (with C. Koedel, J. Li, and L. Tan) Evaluation and PD paper

We document substantial differences across teachers who receive different performance ratings from the educator evaluation system in Tennessee in terms of both the intensity of their self-reported professional development activities, and the extent to which these activities are guided by feedback from their performance evaluations. Using a regression discontinuity design, we test whether ratings per se causally influence these gaps and find that they do not. We then perform an exploratory analysis of an alternative mechanism to explain the gaps. Namely, we examine the link between the feedback that teachers receive during classroom observations and their professional development activities, and find a strong association. We conclude that future research in this area should aim to more rigorously test hypotheses that relate teachers’ experiences during classroom observations to their professional development activities.

The Effect of Children’s Health Insurance Expansion on Student Achievement (with W. Swain)

Numerous scholars, policymakers and advocates who favor a “broader, bolder” approach to education policy have argued for the devotion of increase resources to promote student health. The logic is simple. Poor students’ treatable health problems, like asthma or hearing and vision impairment pose serious obstacles to their regular attendance and full participation in the learning environment. However, empirical evidence of the academic benefits of large-scale health interventions remains sparse. In the proposed study, I plan to exploit the overlap between the administration of a nationally representative longitudinal education survey (ECLS-K) and the radical expansion of youth health coverage from the implementation of the State Children’s Health Insurance Program to examine the effects of a health policy intervention on student’s academic success. The findings of the proposed dissertation would be of interest to policymakers interested both in issues of educational equity and access to healthcare. If this study could draw a clear link between interventions to improve student health and improved academic achievement, particularly among disadvantaged subgroups of students, it would highlight a potentially important tool for elevating overall academic performance and combating persistent achievement gaps. Related, if broad reaching, expensive health care expansions are causally linked to even small increases in student achievement, the economic returns of the improved achievement could significantly shift cost benefit analyses of interventions targeting student health.

Student-Teacher Race Congruence: New Evidence and Insights from Tennessee (with E. Joshi and S. Doan)






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