Vanderbilt University’s National Center on Performance Incentives has just announced the publication of a text entitled Performance Incentives: Their Growing Impact on American K-12 Education, edited by Matthew G. Springer. The book’s Web site states:
The concept of pay for performance for public school teachers is growing in popularity and use, and has resurged to once again occupy a central role in education policy. [This text] offers the most up-to-date and complete analysis of this promising—yet still controversial—policy innovation.
In related news, the think tank Public Agenda has published a new study that finds:
Seventy-one percent of Gen Y teachers are open to rewarding teachers based on incentive pay, whereas only 10 percent of Gen Y teachers think that student performance on standardized tests is an “excellent” measure of teacher success.
I’ve posted on this topic in the past.
I’d also like to note that Dr. Ed Wiley, a quantitative research expert on the faculty of the U. of Colorado at Boulder*, has conducted research into accountability-based teacher pay programs, including Denver Public Schools’ ProComp. For an introduction to the quantitative models that underlie many ‘pay for performance’ schemes, I recommend this report by Dr. Wiley. (PDF format)
*Disclosure: I am a doctoral candidate at CU – Boulder and have studied with Dr. Wiley.