Merit pay study of New York City schools misses the mark
If anything, study proves building-wide bonuses are pointless
July 19, 2011
Education Action Group
FOR IMMEDIATE RELEASE
Ben Velderman, project manager
Yesterday, the RAND Corporation released the results of a study that found merit pay had no effect on increasing student achievement or teacher motivation.
Teacher union supporters are gleefully promoting this study as proof that merit pay does not work.
Before the RAND study enters the information bloodstream and is accepted as conventional wisdom, Education Action Group would like to point out two serious concerns we have with the study:
First, buried three paragraphs from the bottom of RAND’s press release announcing the results, is this little stink bomb:
“Researchers also found that a majority of the schools disseminated the bonuses equally among staff, despite program guidelines granting school committees the flexibility to distribute the bonus shares as they deemed fit.”
In the summary, the study’s authors elaborate:
“About 31 percent of schools reported using individual performance as at least one of the factors for determining awards. The remaining schools either did not differentiate or reported using only factors related to time or job title but not individual performance.”
The authors go on to note the 31 percent of schools that actually recognized individual performance “generally remained cautious about deviating from egalitarian awards and slated 74 percent of staff, on average, for the modal award amount.”
This seems to be the research equivalent of a t-ball game in which everybody gets a hit and scores a run. If nearly every teacher is receiving “merit pay,” then it ceases to be actual merit pay, and becomes a kind of generic bonus that won’t motivate anybody. This throws the study’s findings into serious question...