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  • Additional Information
    • Availability:
      Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
    • Peer Reviewed:
      Y
    • Source:
      6
    • Education Level:
      Elementary Secondary Education
    • Subject Terms:
      Evidence; Merit Pay; Teacher Effectiveness; Academic Achievement; Foreign Countries; Rewards; Incentives; Motivation Techniques; Educational Policy; Salary Wage Differentials; Comparative Education; Comparative Testing; International Education; Achievement Tests
    • Subject Terms:
      United States
    • Subject Terms:
      Race to the Top
    • Subject Terms:
      Program for International Student Assessment
    • ISSN:
      1539-9664
    • Abstract:
      American 15-year-olds continue to perform no better than at the industrial-world average in reading and science, and below that in mathematics. According to the results of the 2009 Program for International Student Assessment (PISA) tests, released in December 2010 by the Organisation for Economic Co-operation and Development (OECD), the United States performed only at the international average in reading, and trailed 18 and 23 other countries in science and math, respectively. Students in China's Shanghai province outscored everyone. Many have identified variations in teacher quality as a key factor in international differences in student performance and have urged policies that will lift the quality of the U.S. teaching force. To that end, President Barack Obama has called for a national effort to improve the quality of classroom teaching and repeatedly indicated his support for policies that would provide financial rewards for outstanding teachers. In the administration's Race to the Top initiative, the U.S. Department of Education encouraged states to devise performance pay plans for teachers in the hope that such an intervention could have a significant impact on student performance. In this article, the author takes a closer look at what can be learned about the impact of performance pay from PISA data. The author presents an analysis that represents the first evidence that, all other observable things equal, students in countries with teacher performance pay plans perform at a higher level in math, reading, and science. (Contains 2 figures.)
    • Abstract:
      ERIC
    • Publication Date:
      2011
    • Accession Number:
      EJ931446