View Research by Author - Brenda G. Ashford

Citation URL: http://www.urban.org/BrendaGAshford

This highly readable volume examines the status of the monetary and nonmonetary incentive plans in 17 school districts 10 years after the Urban Institute's first review of them and presents new findings and recommendations. A section on career ladder programs as they relate to teacher incentives reflects the increased use of such plans during the past decade. Case studies identify the current status of the incentive plans; the major changes that have occurred over the last 10 years; and the relative impacts of the plans on teacher performance, teacher motivation, and school climate.

This highly readable volume examines the status of the monetary and nonmonetary incentive plans in 17 school districts 10 years after the Urban Institute's first review of them and presents new findings and recommendations. A section on career ladder programs as they relate to teacher incentives reflects the increased use of such plans during the past decade. Case studies identify the current status of the incentive plans; the major changes that have occurred over the last 10 years; and the relative impacts of the plans on teacher performance, teacher motivation, and school climate.

Giving more authority and responsibility to individual schools and their staffs has been widely touted as a way to improve teaching and learning in U.S. schools. Science and mathematics education has been a particular focus because of the perceived importance of these subjects to economic progress and the inferior test scores of U.S. students compared to those in many other countries. Extensive on-site interviews with personnel in 12 school systems and 19 individual schools provide the basis for this study of the issues and problems encountered in implementing school-based management and for the authors' conclusions and recommendations.

Giving more authority and responsibility to individual schools and their staffs has been widely touted as a way to improve teaching and learning in U.S. schools. Science and mathematics education has been a particular focus because of the perceived importance of these subjects to economic progress and the inferior test scores of U.S. students compared to those in many other countries. Extensive on-site interviews with personnel in 12 school systems and 19 individual schools provide the basis for this study of the issues and problems encountered in implementing school-based management and for the authors' conclusions and recommendations.

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