The Entrepreneurial Restructuring of Public Education: School Incentives and the Merit School Component.

Autor/in	Boe, Erling E.
Titel	The Entrepreneurial Restructuring of Public Education: School Incentives and the Merit School Component.
Quelle	(1990), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Rating; Competition; Decentralization; Elementary Secondary Education; Free Enterprise System; Goal Orientation; Incentives; Institutional Evaluation; Merit Pay; Merit Rating; Motivation; Participative Decision Making; Public Schools; Recognition (Achievement); Rewards; Sanctions; School Based Management; School Choice; School Effectiveness; School Restructuring; Pennsylvania + Suchen Sie Ihr Suchwort? Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Wettkampf; Decentralisation; Dezentralisierung; Freie Wirtschaft; Zielorientierung; Zielvorstellung; Anreiz; Leistungszulage; Analytische Arbeitsbewertung; psychologische; Motivation (psychologisch); Public school; Öffentliche Schule; Soziale Anerkennung; Reward; Belohnung; Sanction; Sanktion; Choice of school; Schulwahl; Schuleffizienz; Schulreformplan; Schulumwandlung
Abstract	The findings of a pilot study of Pennsylvania's School Performance Incentive (SPI) program are presented in this report. School level incentive policies as elements of the entrepreneurial context of educational restructuring and an organizational model for an incentive-based merit system are also discussed. The study examines the effect of SPI on school outcome measures upon which monetary rewards were contingent and on school personnel behavior. Test performance data from 2,584 schools and dropout rates of 1,132 schools that qualified and did not qualify for rewards were analyzed by year. Personal and telephone interviews with teachers, principals, and superintendents in 13 elementary and secondary schools were also conducted. Analysis of performance data found no evidence of an incentive effect on school performance measures and/or on personnel behavior. Interviews indicated that SPI outcomes may be due in part to insufficient information dissemination and communication and to attitudes of disinterest and hostility. It is concluded that two of the three state program goals have been achieved: annual cash rewards for significant educational improvement; and improved collegial participation, but that the third goal, further school performance improvement, has not been achieved. Comprehensive research, organization, and favorable political attitudes are needed for successful reform initiation. An attached article describes an incentive-based merit system model. Tables and a list of 18 references are included. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC