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Direct linkRodriguez, Luis A.; Hunter, Seth B. – Educational Researcher, 2021
Previous reports suggest that administrators rarely dismiss low-performing teachers despite the changing policy landscape allowing them to do so. This brief uses survey data from Tennessee to investigate the underlying reasons explaining administrators' decisions to retain low-performing teachers. The presented analysis suggests that…
Descriptors: Decision Making, School Administration, Principals, Assistant Principals
Rodriguez, Luis A.; Swain, Walker A.; Springer, Matthew G. – American Educational Research Journal, 2020
The federal Race to the Top initiative signified a shift in American education policy whereby accountability efforts moved from the school to the teacher level. Using administrative data from Tennessee, we explore whether evaluation reforms differentially influenced mobility patterns for teachers of varying effectiveness. We find that the rollout…
Descriptors: Teacher Evaluation, Evaluation Methods, Job Performance, Teacher Transfer
Download full textAppalachia Regional Comprehensive Center, 2014
In February 2014, the Tennessee State Board of Education (SBE) requested that the Appalachia Regional Comprehensive Center (ARCC) provide assistance to the SBE's Basic Education Program (BEP) Review Committee. The SBE requested additional information on the use and effectiveness of market-based teacher compensation and market-based incentives by…
Descriptors: Teacher Salaries, Compensation (Remuneration), Incentives, STEM Education
Thompson, Barbara; Baumann, Paul – Education Commission of the States (NJ3), 2011
Whether referred to as "pay-for-performance" (PFP) or "merit pay," attempting to tie educators' compensation to their performance in the classroom and students' performance on high-stakes tests has been a key component of many educator compensation reform efforts in the last five years. This issue looks at PFP systems broadly…
Descriptors: Merit Pay, Charter Schools, High Stakes Tests, Educational Change
