This report provides an overview of the findings of 3 studies conducted between 1995 and 1998 on school-based performance award (SBPA) programs. Such programs provide teachers, and often other school staff, with pay bonuses when their school as a whole achieves specific educational objectives. The studies focused on programs in the state of Kentucky, the state of Maryland, and the Charlotte-Mecklenburg district in North Carolina. Kentucky and Charlotte-Mecklenburg paid salary bonuses for improvement in student outcomes toward a specific goal to all teachers in a school. Maryland provided awards to schools as school-improvement funds, not directly to teachers as bonuses. The report concentrates on three topics: teachers' motivational reactions to the programs; the degree to which teachers' motivational reactions are related to school performance; and principals' assessments of the effects of the programs. Data were gathered from interviews and surveys of teachers and principals. The results suggest that SBPA programs are a potentially useful tool for improving student success. Their full potential may, however, be difficult to reach. The programs studied appeared to have a focusing effect on teaching practices (both positive and negative effects), collaboration and teamwork, and resource alignment. (Contains 16 tables, 2 figures, and 68 references.) (WFA)