By Julie A. Marsh, Matthew G. Springer, Daniel F. McCaffrey, Kun Yuan, Scott Epstein
For 3 institution years, from 2007 to 2010, approximately 2 hundred high-needs manhattan urban public faculties participated within the Schoolwide functionality Bonus application, whose vast aim used to be to enhance pupil functionality via school-based monetary incentives. An self reliant research of try ratings, surveys, and interviews chanced on that this system didn't increase pupil success, maybe since it didn't encourage swap in educator habit.
Read Online or Download A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses: Final Evaluation Report PDF
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Additional resources for A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses: Final Evaluation Report
Unless otherwise noted, all quotations in these sections come from interviews conducted for this study. 22 A Big Apple for Educators History of the Program SPBP’s origins date back to contract negotiations between UFT and NYCDOE in 2005. At that time, the school system and the union agreed to hold future discussions on a number of topics that proved too complicated to resolve in 2005. One of these issues was an alternative form of teacher compensation—one that would either adjust or complement the single salary schedule that provided increases based on years of experience and graduate credits.
Specifically, the evaluation was designed to answer the following questions: 1. How was the program implemented? 2. What were the intermediate outcomes of the program? 3. How did the program affect student performance? Data Collection and Analysis As described in more detail in Chapter Three, we collected and analyzed a variety of qualitative and quantitative data over the course of the evaluation, including interviews with representatives from NYCDOE, UFT, funders, and other leaders (years 1 and 2 of the evaluation); site visits to 14 SPBP schools (seven each year); surveys of CC members in all SPBP schools (years 1 and 2); surveys of a sample of teachers in all SPBP and in eligible schools that were not selected for participation (year 2); documents from NYCDOE and UFT; administrative data from the 2007–2008, 2008–2009, and 2009–2010 school years (participation, distribution plans, bonuses); and student achievement data from SPBP schools and from eligible schools that were not selected for participation.
NYCDOE favored an incentive-pay system that would reward individual teachers for their students’ test score gains as the way to motivate teachers to change practices to improve student achievement. Performance pay, the department believed, was a way of highlighting teacher effectiveness. Many of the comments from NYCDOE and funders at the outset of the program emphasized the understanding that bonuses would serve as rewards and incentives that would motivate behavior (NYCDOE, 2007): This program will allow us to reward our most successful schools and educators.