“Do your duty in all things. You cannot do more, you should never wish to do less.” Robert E. Lee, CSA.
Obama has created a panel to study the ballooning deficit.”The court would not have mercy on me, an orphan, simply because I killed my parents.” The panel hopes to find what is responsible for this mysterious deficit. I wish them luck.
Perhaps that failed Keynesian “stimulus package”, which cost so many hundreds of billions, had something to do with it.
Thanks to Marginalrevolution.com for the reference to this paper.
“Thus, roughly 3.1 million public school teachers from kindergarten through secondary level are paid largely on the basis of years of experience and education level—two variables weakly correlated, at best, with student outcomes (Hanushek, 2003).” (Podgursky and Springer, 2007).
This is not surprising and is supported by a lot of evidence. The reasons for pay advance in public schools is unrelated to student improvement.
…career advancement in U.S. public schools typically removes teachers from the classroom. (p. 921).
This an incentive for political posturing, not good teaching. Administration is where the money’s at and we all know that a lot of administration is important (no it’s not). but public entities excel in increasing administration where there is rest, nice titles and lots of pay and perks. And that’s public service for you.
“Studies of teacher turnover, for example, consistently find
that high-ability teachers are more likely to leave teaching than low-ability teachers, where ability is defined by a teacher’s performance on the ACT (Podgursky, Monroe, & Watson, 2004) or National Teacher Exam (Murnane & Olsen, 1990). This trend may be due to constraints on wages rather than the attraction of other market opportunities.
A recent provocative study by Hoxby and Leigh (2004) found evidence that the migration of high-ability women out of teaching between 1960 and the present was primarily the result of the “push” of teacher pay compression which took away relatively higher earnings opportunities for teachers—as opposed to the pull of greater nonteaching opportunities. Although the remunerative opportunities for teachers of high and low ability grew outside of teaching, it was pay compression within the education system that accelerated the exit of higher ability teachers. To the extent that these high ability teachers were more effective in the classroom, a performance-related pay program likely would have kept more of them in teaching.” (p. 930).
No comment needed. A real incentive system based on results will never, in any public system, be sustained over any appreciable amount of time. It will deteriorate in political posturing and endless propaganda.
Cheerio and ttfn,
Grant Coulson
Cui Bono–Cherchez les Contingencies
Hanushek, E. A. (2003). The failure of input-based resource policies. Economic Journal, 113, F64-F68.
Michael J. Podgursky, Matthew G. Springer (2007). Teacher performance pay: A review. Journal of Policy Analysis and Management, 26, Pages: 909-949.