The Effect of Performance Pay on School-level Student Achievement: Evidence from Minnesota Public Schools
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Minnesota performance pay is intended to help with the recruitment and retention of high-ability teachers that leads to successful student learning. Linear Mixed Model(LMM) was employed to examine the effect of performance pay for teachers on student educational performance as measured by Minnesota Comprehensive Assessments II(MCA II) test scores in mathematics and reading assessments. The results indicated that there was no relationship between performance pay and school mean growth in MCA II tests; thus, this study provides empirical evidence showing that Minnesota performance pay tied to student achievement was not sufficient enough to improve school performance in academic assessments. The implications of this study are also discussed.
Abstract
Minnesota performance pay is intended to help with the recruitment and retention of high-ability teachers that leads to successful student learning. Linear Mixed Model(LMM) was employed to examine the effect of performance pay for teachers on student educational performance as measured by Minnesota Comprehensive Assessments II(MCA II) test scores in mathematics and reading assessments. The results indicated that there was no relationship between performance pay and school mean growth in MCA II tests; thus, this study provides empirical evidence showing that Minnesota performance pay tied to student achievement was not sufficient enough to improve school performance in academic assessments. The implications of this study are also discussed.
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