A report from the Consortium for Policy Research in Education (CPRE) examines seven knowledge and skill-based pay systems developed by U.S. schools or districts since 2000. It was authored by Anthony Milanowski of California University of Pennsylvania and is available via the CPRE website and ScholarlyCommons repository. The study focuses on pay systems that reward teachers for acquiring skills linked to improving student achievement.
Use Cases
- Compare pay system structures based on the described knowledge and skill-based reward mechanisms.
- Analyze the relationship between teacher compensation and instructional capacity improvements mentioned in the report.
- Evaluate the implementation of pay systems designed to link salaries to teacher performance.
- Study the application of pay concepts in K-12 education as suggested by referenced academic literature.
Strengths
- Focuses on seven specific pay systems developed by U.S. schools or districts.
- Report is based on research from the Consortium for Policy Research in Education (CPRE) since 2000.
- References multiple lines of research and academic literature on teacher capacity and compensation.
Limitations
- Column-level documentation is absent; field semantics must be inferred after download.
- Row count is unknown, which may limit suitability assessment.
- Last update date is unknown; freshness unverified.
Provenance
- Source
- Consortium for Policy Research in Education (CPRE)
- Collection Method
- Study of seven pay systems developed by U.S. schools or districts.
- Time Range
- Systems studied since 2000.
- Geography
- United States