Changing the Education Workforce? The Relationships among Teacher Quality, Motivation, and Performance Pay

2017 ◽  
Vol 119 (4) ◽  
pp. 1-32
Author(s):  
Daniel H. Bowen ◽  
Jonathan N. Mills
Keyword(s):  
Teacher Quality ◽  
Financial Incentives ◽  
Risk Preferences ◽  
Value Added ◽  
Performance Pay ◽  
Teaching Profession ◽  
Performance Based Pay ◽  
Teacher Workforce ◽  
And Performance ◽  
K 12

Background/Context With a growing body of evidence to support the assertion that teacher quality is vital to producing better student outcomes, policymakers continue to seek solutions to attract and retain the best educators. Performance-based pay is a reform that has become popular in K–12 education over the last decade. This strategy potentially produces positive impacts on student achievement in two ways: better alignment of financial incentives with desired outcomes and improved the composition of the teacher workforce. While evaluations have primarily focused on the former result, there is little research on whether the longer-term implementation of these polices can attract more effective teachers. Purpose In this study we aim to provide evidence for potential long-term impacts that performance-based pay can have on the composition of the teacher workforce by addressing two questions: Does performance-based pay attract fundamentally different individuals, as measured by their risk preferences, to the teaching profession? Are stated preferences for a particular pay format correlated to measures of teacher quality? Research Design We apply methods from experimental economics and conduct surveys with 120 teachers from two school districts who have experienced performance pay. We compare the risk preferences of teachers hired under the two pay formats to test the hypothesis that performance-based pay attracts individuals with different characteristics to the profession. We also analyze teachers’ survey responses on their preferences for performance-based pay to determine their relationships to two measures of teacher quality: student test-score gains and principal evaluations. Conclusions/Recommendations We find mixed results regarding the ability of performance-based pay to alter the composition of the teacher workforce. Teachers hired with performance-based pay in place are no different from their colleagues. However, teachers claiming to seek employment in districts with performance-based pay in place appear significantly less risk averse. Surprisingly, additional analyses indicate that teachers’ value-added scores and performance evaluations do not predict a positive disposition towards merit pay. Thus, while these results indicate the possibility for performance-based pay to attract different individuals to teaching, they do not provide evidence that such change would necessarily improve the composition of the workforce. Policymakers should take this potential tradeoff into consideration when considering the expansion of performance pay policies.

Raising the Bar on Teacher Quality: Assessing the Impact of Increasing Licensure Exam Cut-Scores

2017 ◽  
Vol 32 (7) ◽  
pp. 969-992
Author(s):  
James V. Shuls
Keyword(s):  
Teacher Quality ◽  
Value Added ◽  
Policy Decision ◽  
Cut Scores ◽  
Praxis Ii ◽  
Trade Offs ◽  
Licensure Exams ◽  
Teacher Workforce ◽  
The Impact

State policy makers are constantly looking for ways to improve teacher quality. An oft tried method is to increase the rigor of licensure exams. This study utilizes state administrative data from Arkansas to determine whether raising the cut-scores on licensure exams would improve the quality of the teacher workforce. In addition, the study explores the trade-offs of such a policy decision. It is concluded that raising the required passing score on the Praxis II would increase the quality of the teacher workforce, as measured by value-added student achievement. This change, however, would be accompanied with an important trade-off as it would reduce the number of minority teachers and potentially lead to negative outcomes in disadvantaged schools.

scholarly journals Teacher Quality and Teacher Mobility

2017 ◽  
Vol 12 (3) ◽  
pp. 396-418 ◽  
Author(s):  
Li Feng ◽  
Tim R. Sass
Keyword(s):  
Teacher Quality ◽  
Value Added ◽  
Teacher Mobility ◽  
Quality Teachers ◽  
Advanced Degrees ◽  
Language Arts Teachers ◽  
Arts Teachers ◽  
Teacher Workforce ◽  
Peer Teachers ◽  
The Impact

There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities in the distribution of teachers, depending on which teachers change schools or leave teaching and who replaces them. Using matched student–teacher panel data from the state of Florida, we examine teacher mobility across the distribution of effectiveness (as measured by teacher value added). We find that top-quartile and bottom-quartile teachers exit at a higher rate than do average-quality teachers. Additionally, as the share of peer teachers with more experience, advanced degrees, or professional certification increases, the likelihood of moving within-district decreases. We also find some evidence of assortative matching among teachers—more productive reading/language arts teachers are more likely to stay in teaching if they have more productive peer teachers.

scholarly journals Student Assessment Opt Out and the Impact on Value-Added Measures of Teacher Quality

2019 ◽  
Vol 80 (2) ◽  
pp. 365-388
Author(s):  
Joshua Marland ◽  
Matthew Harrick ◽  
Stephen G. Sireci
Keyword(s):  
Teacher Quality ◽  
Classification Scheme ◽  
Student Assessment ◽  
Value Added ◽  
Institutional Accountability ◽  
Opt Out ◽  
K 12 ◽  
Classification Agreement ◽  
The Impact ◽  
Value Added Measures

Student assessment nonparticipation (or opt out) has increased substantially in K-12 schools in states across the country. This increase in opt out has the potential to impact achievement and growth (or value-added) measures used for educator and institutional accountability. In this simulation study, we investigated the extent to which value-added measures of teacher quality are affected as a result of varying degrees of opt out, as well as a result of various types of nonrandom opt out. Results show that the magnitude of opt out and choice of classification scheme has a greater impact on value-added estimates than the type of opt-out patterns simulated in this study. Specifically, root mean square differences in value-added estimates increased as magnitude of opt out increased. In addition, teacher effectiveness classification agreement decreased as opt out magnitude increased. One type of opt out, where the highest achieving students in the highest achieving classrooms opted out, had the largest impact on stability than the other types of opt outs.

scholarly journals Examining the Tradeoff Between Fixed Pay and Performance-Related Pay: A Choice Experiment Approach

2015 ◽  
Vol 6 (2) ◽  
pp. 119-131
Author(s):  
Junyi Shen ◽  
Kazuhito Ogawa ◽  
Hiromasa Takahashi
Keyword(s):  
Job Satisfaction ◽  
Choice Experiment ◽  
Risk Preferences ◽  
Performance Pay ◽  
Payment System ◽  
Per Se ◽  
And Performance

Previous investigations on performance-related pay have mainly analyzed its relationships with earnings, productivity, and job satisfaction. Less attention has been devoted to the investigations of individuals’ preferences for the performance-related payment system per se and consequently the tradeoff between fixed pay and performance-related pay. In this paper, we first use a choice experiment approach to investigate the tradeoff between fixed pay and performance-related pay, and then link the tradeoff for each individual with their risk preferences. Our main results indicate that individuals’ preferences for the payment system per se and the magnitude of tradeoffs between fixed pay and performance pay are different according to their risk preferences.

The Relation Between Financial Incentives, Motivation, and Performance

2017 ◽  
Vol 16 (2) ◽  
pp. 61-76 ◽  
Author(s):  
Anaïs Thibault Landry ◽  
Marylène Gagné ◽  
Jacques Forest ◽  
Sylvie Guerrero ◽  
Michel Séguin ◽  
...  
Keyword(s):  
Financial Incentives ◽  
Work Performance ◽  
Autonomous Motivation ◽  
Compensation Plans ◽  
Work Settings ◽  
Path Analyses ◽  
Three Samples ◽  
And Performance ◽  
Performance Results

Abstract. To this day, researchers are debating the adequacy of using financial incentives to bolster performance in work settings. Our goal was to contribute to current understanding by considering the moderating role of distributive justice in the relation between financial incentives, motivation, and performance. Based on self-determination theory, we hypothesized that when bonuses are fairly distributed, using financial incentives makes employees feel more competent and autonomous, which in turn fosters greater autonomous motivation and lower controlled motivation, and better work performance. Results from path analyses in three samples supported our hypotheses, suggesting that the effect of financial incentives is contextual, and that compensation plans using financial incentives and bonuses can be effective when properly managed.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

Intellectual capital and performance of listed companies: empirical evidence from Italy

2014 ◽  
Vol 18 (1) ◽  
pp. 22-35 ◽  
Author(s):  
Domenico Celenza ◽  
Fabrizio Rossi
Keyword(s):  
Explanatory Power ◽  
Value Added ◽  
Listed Companies ◽  
Cross Sectional ◽  
Content Type ◽  
Accounting Performance ◽  
And Performance ◽  
The One ◽  
Two Stages ◽  
The Relationship

Purpose – The aim of this paper is to investigate the relationship between corporate performance and Value Added Intellectual Coefficient (VAICTM) on the one hand, and the relationship between the variations in market value and the variations in VAIC on the other hand. Design/methodology/approach – Starting from the VAIC model, 23 Italian listed companies were examined with the aim of investigating the relationship between VAIC and the performance of the firms in the sample. The analysis was divided into two stages. In the first stage, eight models of linear regression were estimated to verify the presence of a positive and statistically significant relationship between M/BV and VAIC and between accounting performance indicators (ROE, ROI, ROS) and the VAIC. In the second stage, six other models were tested, considering as an independent variable the variations in VAIC and the variations in profitability indicators. Findings – The outcomes of the application stress the importance of VAIC in the explanation of the variations in MV and its role as “additional coefficient” in the analysis of equity performance. Originality/value – This methodology highlights some very interesting aspects. In particular, whereas the relationship between M/BV and VAIC and between profitability indicators (ROI, ROE, ROS) and VAIC is statistically insignificant, the subsequent analysis highlights the importance of VAIC as a variable capable of increasing the explanatory power of the regression in a cross-sectional perspective.

scholarly journals “Deliverology” and Evaluation: A Tale of Two Worlds

2019 ◽  
Vol 34 (2) ◽  
Author(s):  
Lisa Birch ◽  
Steve Jacob
Keyword(s):  
Public Management ◽  
New Public Management ◽  
Value Added ◽  
Innovative Method ◽  
New Public ◽  
Permanent Campaign ◽  
And Performance ◽  
New Policies ◽  
Political Governance ◽  
Evidence Based Decision Making

In recent years, the new political governance, a partisan model that contributes to a permanent campaign, gained ground in public organizations. In this new context, “deliverology” is portrayed as an innovative method to help governments implement new policies and deliver on election promises. This article presents the similarities and diff erences that exist between “deliverology” and evaluation. Is deliverology really something new or is it another case of old wine in a new bottle? Is deliverology a substitute for or, instead, a complement to institutionalized evaluation? To what extent does new political governance (exemplified by deliverology and performance measurement) undermine evidence-based decision making? What is the value-added of deliverology? These questions are addressed through a critical reflection on deliverology and its value-added in Canada, where evaluation became institutionalized in many departments and agencies under the influence of results-based management, promoted by the advocates of new public management over four decades.r four decades.

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