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Evaluating and Rewarding the Quality of Teachers: International Practices

image of Evaluating and Rewarding the Quality of Teachers: International Practices

Drawing on relevant international research, including information from experts’ presentations and papers given at the December 2008 Joint Conference between the OECD and the Government of Mexico, this book sets out good practice in the design and implementation of incentive systems for teachers. With this aim in mind, the book provides analysis and discussion of the design and implementation of incentive systems for teachers as well as guidance on what should be rewarded and how it should it be measured, who should be rewarded, how they should they be rewarded and how policies should be developed and implemented to ensure stakeholder engagement and commitment.

English Spanish

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Exploring the Use of Incentives to Influence the Quality and Distribution of Teachers

A large and growing body of research on schools convincingly shows that teacher quality is the most important schooling factor influencing student achievement.1 The difference between having a very effective versus a very ineffective teacher is estimated to be equivalent to as much as a full year’s difference in learning growth for students (Hanushek, 1992). Moreover the impact of differences in teacher quality swamps the impact of other educational investments, such as reductions in class size (Goldhaber et al., 1999; Rivkin et al., 2005).2 To put it in perspective, Rivkin et al. (2005) and Rockoff (2004) estimate that a one standard deviation increase in teacher quality raises student achievement in reading and mathematics by about 10% of a standard deviation – an achievement effect that is on the same order of magnitude as lowering class size by 10 to 13 students (Rivkin et al., 2005). Given findings like these, it is no surprise that policy makers are exploring ways to increase the quality of the teacher workforce.

English Spanish

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