A Big Apple for Educators: New York City's Experiment with by Julie A. Marsh, Matthew G. Springer, Daniel F. McCaffrey,

By Julie A. Marsh, Matthew G. Springer, Daniel F. McCaffrey, Kun Yuan, Scott Epstein

For 3 tuition years, from 2007 to 2010, approximately two hundred high-needs ny urban public faculties participated within the Schoolwide functionality Bonus software, whose vast aim was once to enhance scholar functionality via school-based monetary incentives. An self reliant research of try ratings, surveys, and interviews stumbled on that this system didn't enhance pupil fulfillment, possibly since it didn't inspire swap in educator habit.

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Extra info for A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses: Final Evaluation Report

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Limited linear models are hybrids of these approaches. Fifth, programs may vary in terms of the size of the incentive, the distribution method, and payout frequencies. Program designers must balance the need to offer a reward that is large enough to motivate effort but not too large as to make the program financially infeasible. S. range from a minimum of $250 to a maximum of $12,000, although most are under $3,000 (Taylor, Springer, and Ehlert, 2009). The distribution method refers to how eligibility for an award and the size of the award are established for a group unit of accountability.

Here we draw primarily on the framework defined by Springer and Balch (2009) to describe the dimensions along which these programs vary. First, programs may vary in terms of the unit of accountability, the entity responsible for meeting program goals and eligible for program rewards. An individual unit of accountability targets the educator, while a group unit of accountability targets some group of educators, such as teachers of the same grade, department, or any other subschool unit or of the school as a whole.

Xxxii A Big Apple for Educators underlying political tensions inherent in implementing a bonus system. , power differentials played out between administrators and UFT-represented staff during deliberations). The majority of CCs distributed bonuses nearly equally among all staff, and some unequal disbursements exacerbated political tensions within schools. Those seeking to enact similar programs should recognize that the very idea of differentiating pay based on performance will likely challenge deeply ingrained school cultures and norms of collaboration and egalitarianism.

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