Examining Student Achievement, Teacher Effectiveness, and Merit Pay in a Rural Tennessee School District

Autor/inn/en	Boudreaux, Mary; Faulkner, Jill
Titel	Examining Student Achievement, Teacher Effectiveness, and Merit Pay in a Rural Tennessee School District
Quelle	In: Voices of Reform, 3 (2020) 2, S.11-39, Artikel 1 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Academic Achievement; High School Students; High School Teachers; Teacher Effectiveness; Value Added Models; Merit Pay; Incentives; Compensation (Remuneration); Strategic Planning; Educational Policy; Correlation; Scores; Teaching Experience; Educational Attainment; Pedagogical Content Knowledge; Expectation; Accountability; School Districts; Rural Schools; Achievement Tests; Educational Legislation; Federal Legislation; Tennessee + Suchen Sie Ihr Suchwort? Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leistungszulage; Anreiz; Abfindung; Kompensation; Lohnausgleich; Strategy; Planning; Strategie; Planung; Politics of education; Bildungspolitik; Korrelation; Bildungsabschluss; Bildungsgut; Pädagogische Kompetenz; Expectancy; Erwartung; Verantwortung; School district; Schulbezirk; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	With more rigorous standards and testing at the forefront of educational reform across the nation, the rural school district in this study developed a strategic compensation plan with bonus pay based on student test scores as a teacher success incentive. A causal-comparative study was conducted to examine the effect of teacher merit pay levels on teacher effectiveness and student achievement within a rural school district. The study also considered if there is a difference among the teacher effectiveness levels and student achievement scores and certain moderating variables including content area, years of experience, gender, and education level. One-way ANOVA analysis determined student achievement scores were significantly lower when the teacher did not qualify for a bonus than at any and every other bonus level. Linear regression analyses found significant moderation effects for years of experience, education level, and content area, but not for teacher gender. (As Provided).
Anmerkungen	Nina B. Hollis Institute for Educational Reform. 421 North Woodland Blvd, DeLand, FL 32723. Tel: 386-822-7081; Web site: https://www.voicesofreform.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01