Literaturnachweis - Detailanzeige
Institution | Houston Independent School District (HISD), Department of Research and Accountability |
---|---|
Titel | 2014-2015 ASPIRE Award Survey. Research Educational Program Report |
Quelle | (2016), (41 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Quantitative Daten; Merit Pay; Teacher Salaries; School Districts; Incentives; Teacher Attitudes; Merit Rating; Awards; Accountability; Administrator Attitudes; Knowledge Level; Academic Achievement; Paraprofessional School Personnel; Teaching Assistants; Elementary School Teachers; Secondary School Teachers; Texas (Houston) |
Abstract | The purpose of the "Accelerating Student Progress: Increasing Results and Expectations" (ASPIRE) Award Survey was to gain insight regarding the level of knowledge and perceptions of Houston Independent School District (HISD) teachers and staff after ten years of implementation of growth-based performance pay in HISD, as well as their perceptions regarding the overall concept of teacher performance pay. Additionally, participants had the opportunity to provide recommendations to improve the ASPIRE Award program. Key findings include: (1) Of the 17,109 Houston Independent School District (HISD) campus-based employees surveyed, there were 3,409 participants who responded to the survey (19.9 percent) administered in February 2016. The response rate is fairly low and the results, while informative, may not be generalized to the population; (2) Support for the program has shown mixed results over the ten-year period; (3) Although the majority of respondents were in favor or somewhat in favor of the concept of teacher performance pay overall, the percentage of respondents in favor or somewhat in favor toward the specific award model for that year when comparing results over the ten-year period has ranged from 35.1 percent to 53.3 percent, and is currently at 45.3 percent; (4) Administrators, such as principals and assistant principals/deans of instruction indicate favorable perceptions concerning performance pay and their level of knowledge; and (5) Core foundation teachers have more positive perceptions than elective/ancillary teachers concerning performance pay and their level of knowledge with two exceptions. (ERIC). |
Anmerkungen | Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |