This study analyzes four articles’ study findings as well as authors’ conclusion on the teachers’ incentive pay issue based on the studies presented by the authors. Those articles include Steele, Murname and Willnett (2009) that seek to analyze the effect of incentives on teachers’ retention. In the article, a natural experiment done in California between the year 2000 and 2003 involving an incentive of $20,000 that was called the Governor’s Teaching Fellowship (GTF) analyzes the incentives’ effect on talented teachers’ attraction and retention in low-performing schools. In addition, Fryer (2011) is the other article presenting an analysis of teacher’s incentives’ effect on students’ success in terms of attendance, academic performance or graduation. The article utilizes a school-based random trial involving more than 200 public schools in New York.
Further, the analysis reviews an article by Figlio and Kenny (2006) which is a documentation of students’ performance’s relationship with teachers’ performance incentives. The study utilizes United States data combining the authors’ survey that was conducted in 2000 with National Education Longitudinal Survey on students and schools in regard to teachers’ pay incentives. Finally, Nael (2011) is an article on an analysis of education incentive schemes through a review of empirical studies that evaluates educators’ performance pay programs. Thus, the article will provide a suitable review on designs of student’s achievements measures and teachers’ performance metrics.
Article 1: Relationship between teacher pay incentives and student’s performance
Figlio & Kenny (2006) presents the first systematic documentation of the relationship that exists between students’ performance and the incentive provided to an individual teacher. The analysis is based on US data combining a study their survey done in the year 200o on teachers incentives with survey data on students, schools as well as their families obtained from the National Education Longitudinal survey
United States education reform advocates that teachers have no other incentive to deliver great results other than the intrinsic rewards that come with teaching. In that respect, teachers’ payments in the USA and many other places are determined by a standard pay system that provides a pay scale which establishes public schools teachers’ pay on a basis of education level and skills. However, there has been the introduction of incentive pay in the US education system with state governments and district education authorities devising incentive pay systems. The beginning of the 20 century had a significant application of the system, but that were declining towards the 21st Century, with only 12% of the public schools employing an incentive pay in 1993 as compared to 41% in 1918. In addition, some states including Florida have sought to enforce the system. That involves a requirement that school districts should provide 5% of the total salary funds to be...