The Promises and Pitfalls of Alternative Teacher Compensation Approaches

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EAST LANSING, Mich., April 23, 2007 – Merit pay systems

for teachers, although currently enjoying renewed popularity with policy makers,

are not a panacea according to a new policy brief released today by the Great

Lakes Center for Education Research and Practice (GLC).

The brief, “Promises and Pitfalls of Alternative Teacher

Compensation Approaches,” is by Debbi C. Harris, Ph.D and is one in a series of

briefs on education issues funded by the GLC.

In her brief, Harris explores the three main types of

teacher compensation systems used in the U.S. They are the uniform salary

schedule which is used in most districts, as well as two types of merit-pay

systems: performance-based and outcome-based. She notes that though there are

advantages to each approach, there are also adverse, often unintended,

consequences to each system as well.

In contrast to the uniform salary schedule that rewards

years of experience and additional education for teachers, merit pay programs

are typically structured to reward teacher behaviors and activities that are

believed to be associated with higher student achievement, or to reward

outcomes, usually measured by students’ test scores.

Recently, several states have instituted statewide merit

pay plans, and the federal government is offering grants to implement such

plans. Various districts also have noteworthy merit pay plans. Harris, however,

describes a troubled history for merit pay plans, which have surfaced repeatedly

over the last century, only to be discontinued over time.

Harris’s policy brief does not endorse any particular

compensation system, and it carefully explains each system’s strengths and

weaknesses. In addition, Harris makes specific recommendations to policy makers

interested in restructuring teacher pay systems.

Particularly important, says Harris, is that policy makers

must fully account for the inevitable complexity, costs and tradeoffs of any

particular compensation system.

The full policy brief is available at http://www.greatlakescenter.org

The mission of

the Great Lakes Center for Education Research and Practice is to identify,

develop, support, publish and widely disseminate empirically sound

research on education policy and practices designed to improve the quality

of public education for all students within the Great Lakes Region.

Visit the Great Lakes

Center website at: http://www.greatlakescenter.or g

Contact:
Debbi C. Harris (850)445-1306; dch323@gmail.com