Teacher Salary Bonuses in North Carolina. Working Paper 2008-03 Paper was prepared for "Performance Incentives: Their Growing Impact on American K-12 Education" (Nashville, TN, February 29, 2008).

Autor/in	Vigdor, Jacob L.
Institution	Vanderbilt University, National Center on Performance Incentives
Titel	Teacher Salary Bonuses in North Carolina. Working Paper 2008-03 Paper was prepared for "Performance Incentives: Their Growing Impact on American K-12 Education" (Nashville, TN, February 29, 2008).
Quelle	(2008), (47 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Teacher Salaries; Elementary Secondary Education; Academic Achievement; Program Effectiveness; Scores; Teaching Methods; Student Improvement; Merit Pay; Achievement Gap; Racial Differences; Socioeconomic Influences; Mathematics Achievement; Incentives; Accountability; Faculty Mobility; North Carolina + Suchen Sie Ihr Suchwort? Lehrerbesoldung; Lehrervergütung; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungszulage; Rassenunterschied; Sozioökonomischer Faktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Anreiz; Verantwortung
Abstract	Since the 1996/97 school year, the state of North Carolina has awarded bonuses of up to $1,500 to teachers in schools that exhibit test score gains above certain thresholds. This article reviews the details of the bonus program, describes patterns of differences between schools that qualify for bonuses of differing amounts, and presents basic data to address the question of whether the bonus program has improved student achievement, or has led to a narrowing of racial or socioeconomic achievement gaps. There is some evidence to suggest an improvement in overall test scores, particularly in math, but less evidence to suggest that achievement gaps have narrowed. The bonus program has been associated with higher rates of turnover in low-performing schools; differential pay programs may be one way to avoid this unintended consequence. (Contains 3 tables, 11 figures and 15 footnotes.) (As Provided).
Anmerkungen	National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail: ncpi@vanderbilt.edu; Web site: http://www.performanceincentives.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10