Merit Pay, Case-by-Case: Variables Affecting Student Achievement, Teacher Retention, and the Problem of Standardized Tests

Autor/in	Kim, Sung Joong
Titel	Merit Pay, Case-by-Case: Variables Affecting Student Achievement, Teacher Retention, and the Problem of Standardized Tests
Quelle	In: Cogent Education, 8 (2021) 1, Artikel 1920560 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Sung Joong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2021.1920560
Schlagwörter	Teacher Persistence; Faculty Mobility; Teacher Salaries; Correlation; Teacher Effectiveness; Academic Achievement; Instructional Program Divisions; School Location; School Policy; Educational Administration; Ethics; Research Reports; Merit Pay; Educational History; Standardized Tests; Elementary Secondary Education; Ethnicity; Teacher Characteristics + Suchen Sie Ihr Suchwort? Lehrerbesoldung; Lehrervergütung; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Schulgelände; Schulpolitik; Bildungsverwaltung; Schuladministration; Schulverwaltung; Ethik; Research report; Forschungsbericht; Leistungszulage; History of education; Bildungsgeschichte; Standadised tests; Standardisierter Test; Ethnizität
Abstract	This study encompasses the history, definition, and implementation of merit pay to identify the variables that affect student achievement and teacher retention. By reviewing 13 studies on American education relevant to the policy, this study aims to determine how merit pay influenced student achievement and teacher retention rates. In the United States of America (USA), merit pay effectively improves student achievement and teacher retention rates under certain circumstances. However, this policy could also be ineffectual. An analysis of a review of 13 studies identified the variables that affected student achievement and teacher retention. These include year, location, policy duration, merit pay type, students' grade level, and participating teachers' ethnicities. The conclusions drawn from this study suggest implementing an institutionalized evaluation system that fosters the individual growth of students and teachers and an American educational administration that considers each school's needs and situations to increase the merit pay policy's effectiveness and fairness. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01