School-Based Performance Award Programs, Teacher Motivation, and School Performance: Findi

A research report from the Consortium for Policy Research in Education details findings from studies of three school-based performance award programs conducted between 1995 and 1998. The report focuses on programs in Kentucky, Charlotte-Mecklenburg, and Maryland, examining teacher motivation and school performance. The author is Carolyn Kelley of California University of Pennsylvania.

Use Cases

• Analyzing the relationship between performance-based awards and school outcomes based on the described program evaluations
• Comparing different incentive models (teacher bonuses vs. school awards) based on the three programs studied
• Researching the impact of collaborative compensation reforms on teacher motivation as described in the report

Strengths

• Focuses on three distinct program implementations, allowing for comparative analysis
• Research conducted by a named consortium (Consortium for Policy Research in Education) over a defined period (1995-1998)

Limitations

• Row count is unknown, which may limit suitability assessment
• Column-level documentation is absent; field semantics must be inferred after download
• Last update date is unknown; freshness unverified

Provenance

Source

Consortium for Policy Research in Education

Collection Method

Research studies of three school-based performance award programs

Time Range

1995-1998

Freshness

Data collection period ended in 1998; the dataset is historical.

Geography

Kentucky, Charlotte-Mecklenburg (North Carolina), Maryland, United States