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

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For three school years, from 2007 to 2010, about 200 high-needs New York City public schools participated in the Schoolwide Performance Bonus Program, whose broad objective was to improve student performance through school-based financial incentives. An independent analysis of test scores, surveys, and interviews found that the program did not improve student achievement, perhaps because it did not motivate change in educator behavior.

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Executive Summary
CHAPTER ONEIntroduction
CHAPTER TWOBackground on PayforPerformance Programs and the New York City SPBP
CHAPTER THREEResearch Methods
Attitudes About and Understanding of the Program
Compensation Committee Process and Distribution Plans
Perceived Effects of the Bonus and Program Participation
CHAPTER SEVENEffects on Progress Report and Student Test Scores
CHAPTER EIGHTTeacher Attitudes and Behaviors in SPBP and Control Schools
CHAPTER NINEConclusions and Implications

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About the author (2011)

Matthew G. Springer is a research assistant professor of public policy and education at the Peabody College of Vanderbilt University, where he directs the federally funded National Center on Performance Incentives. He is coauthor (with James Guthrie, Eric Houck, and Anthony Rolle) of the leading school finance textbook, School Finance and Policy (Pearson, 2007), and coeditor (with Mark Berends and Herbert Walberg) of Charter School Outcomes (Lawrence Erlbaum, 2007).

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