Teacher Merit Pay: A Meta-Analysis

Pham, Lam; Nguyen, Tuan D.; Springer, Matthew G.

doi:10.3102/0002831220905580

Cited by 49 publications

(28 citation statements)

References 97 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We based our method‐specific approach on the Cochrane Collaborative's tool for assessing risk of bias (Higgins & Altman, 2008, Higgins et al, 2011) and L. D. Pham et al's (2021) recent teacher merit‐pay meta‐analysis. Then, we gave a rating of “high risk” or “low risk” to each study, within four domains.…”

Section: Methodsmentioning

confidence: 99%

Student‐to‐School Counselor Ratios: A Meta‐Analytic Review of the Evidence

Kearney

Akos

Domina

et al. 2021

Jour of Counseling & Develop

View full text Add to dashboard Cite

Recent school counselor research has focused on the association between student‐to‐school counselor ratios and student‐level outcomes. The American School Counselor Association endorses a 250:1 ratio, despite little research evidence to support this recommendation. This study investigates the relationship between counselor ratios and a variety of student‐level outcomes through a systematic review and meta‐analysis. Using an inclusive search approach and a random‐effects model, we find that increased ratios (more students per counselor) lead to a small, negative effect on student‐level outcomes. Significant biases in the research designs of the extant studies limit our interpretations. We discuss implications for future research and considerations for practitioners.

show abstract

Section: Methodsmentioning

confidence: 99%

Student‐to‐School Counselor Ratios: A Meta‐Analytic Review of the Evidence

Kearney

Akos

Domina

et al. 2021

Jour of Counseling & Develop

View full text Add to dashboard Cite

show abstract

“…Merit pay for higher performing teachers is an idea that takes advantage of this concept. This is a very controversial approach, and studies performing on the practice have shown mixed results (Pham et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Effective resource utilization in Arkansas public schools

Zhang

2021

IJEM

View full text Add to dashboard Cite

PurposeTeacher pay in Arkansas public schools varies widely from district to district across the state. This pay discrepancy is driven by both the funds available to a district and by how these funds are allocated. A standard per student budget is given to districts across the state, but this budget can be supplemented by additional property taxes collected on property within a district. This leaves districts with more highly valued property at an advantage. Districts are free to allocate their budget for teacher pay as they see fit, with constraints on number of students per teacher and minimum teacher salary.Design/methodology/approachUsing public data available through the Arkansas Department of Education, this research investigates what variables affect student performance in Arkansas public schools using feature selection and predictive modelling and determine the cost-effectiveness associated with changing possible decision variables in terms of improving student performance.FindingsIt was found that the most cost-effective ways for districts to increase student performance are to (1) increase average teacher salary and (2) increase average years of teacher experience. This result is validated by education research, as both of these methods have been identified in literature as being effective ways to increase teacher quality and increase student performance. Furthermore, districts should consider increasing student–teacher ratio and applying the resulting savings toward teacher salaries.Originality/valueThis methodology gives a fresh perspective on the most cost-effective use of resources in publicly funded schools.

show abstract

“…• Inform decisions to sanction teachers that continually under-perform by either removing them from teaching duties or even terminating their service. In support, the theories of personnel economics postulate that compensation can inspire the workers to improve their practice, thereby boosting organisational performance and at the same time luring and retaining high performers while on the other hand, discouraging underperformers from either entering or staying in the system (Pham, Nguyen & Springer, 2017). Likewise, Muralidharan & Sundararaman (2011) also posit that linking a part of teachers' pay to objective measures of performance is popular with teachers.…”

Section: The Teacher Accountability Functionmentioning

confidence: 99%

A Test of Significance of Process on Effectiveness of Teacher Evaluation in Kwekwe Schools of Zimbabwe

Musodza

Mpeta

Runhare

et al. 2020

JESR

View full text Add to dashboard Cite

Zimbabwe adopted Results Based Management (RBM) in order to evaluate the performance of its workers. For the process to be ‘significant’ and meet the basic attribute of utility, evaluation information should be focused towards predetermined uses. The objective of this study was to assess the significance of the teacher performance evaluation process and examine the relationship between the significance and the effectiveness of the evaluation system of Kwekwe district in Zimbabwe. The study was situated in the pragmatic worldview and underpinned by the Readiness Assessment, Design, Process, Significance (RADPS) conceptual framework. It adopted the convergent mixed method design and the concurrent sampling design. Simple random and purposive sampling techniques were used to select 292 teachers and 12 educators for the quantitative and qualitative research strands respectively. SPSS version 26 was used to analyse the quantitative data and qualitative data were analysed using Atlas ti. 8. Findings show that the evaluation process in the Kwekwe district has no meaningful consequences or implications on effectiveness of the evaluation system. RBM has failed to fulfil both the professional and accountability functions. The inferential statistics proved that the significance of an evaluation process is statistically significant in predicting and influencing the effectiveness of an evaluation system and in the case of Kwekwe district, the evaluation process negatively impacted on the effectiveness of evaluation of teachers. The study findings imply that an evaluation process should be carefully planned and implemented for professional and accountability functions of teachers to be effective.

show abstract

Teacher Merit Pay: A Meta-Analysis

Cited by 49 publications

References 97 publications

Student‐to‐School Counselor Ratios: A Meta‐Analytic Review of the Evidence

Student‐to‐School Counselor Ratios: A Meta‐Analytic Review of the Evidence

Effective resource utilization in Arkansas public schools

A Test of Significance of Process on Effectiveness of Teacher Evaluation in Kwekwe Schools of Zimbabwe

Contact Info

Product

Resources

About