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Pros And Cons Of Incentive Pay Programs

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Incentive pay programs encounter resistance from local program administration due to issues related to educational equity and the correlation with student achievement. Many school populations are not uniformly arranged and feel there would be some disadvantages associated such as diversity, personal abilities, economics, and family support leaving an unfair advantage for the district. While these disadvantages are worthy of mentioning, there are benefits which include: data quality program; creating a high stakes environment, program delivery; compensating educators for the results they achieve, political support; tax dollars being spent wisely, and teacher professionalism; holds school leaders and staff accountable for learner outcomes (Klein,
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A deciding factor in my decision to sign a contract with Chesapeake Public School’s was their compensation package. Chesapeake offered $5,000 more annually for employment and their health insurance offerings exceeded that of the local school district. Competitively, Greensboro City Schools struggles, relatively speaking, to draw highly qualified candidates during a time when there was a shortage of qualified teaching candidates being produced in universities. While I am

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According to fryer, the feedback was going good, the principles were lobbying to get their school switched out of the control groups and into treatment groups. The parents began using paychecks as progress reports and contacting the schools to find out why their children checks went up and down. Duncan seen that this program affected children in ways that was never expected. " I remember going to the schools and seeing how excited these kids were when they got their checks they were like pep rallies”.

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AoW #4 Does Paying Kids to Do Well in School Actually Work? The general argument made by author Arianna Prothero in her work, Does Paying Kids to Do Well in School Actually work, is that adults use bribes to get children into doing what they want. More specifically, Lucretia Santibañez a professor at Claremont Graduate University’s school of Educational Studies states that the incentive program can work but it depends on the design. Also Roland Fryer states that the incentives at schools do not always work they are more likely to work if the students can control it. The students should not be given but incentives

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Thompson is a professor in the Graduate School of Educational Leadership and chair of the Graduate School at Kansas State University. His professional career includes experience as a classroom teacher, elementary and high school principal, superintendent, and professor. Thompson is one of the leading scholars in the field of financing in public education, and his current consulting work involves advisement or expert analysis for the state department of education, state legislatures, attorney generals, and litigants in school finance. Faith E. Crampton is an education consultant serving as President and CEO of Crampton & Associates and retired as Associate Professor of Education Finance and Policy in the Department of Administrative Leadership at the University of Wisconsin-Milwaukee. Dr. R. Craig Wood is one of the leading scholars in the field of financing in public education.

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Fair Labor Standards Act: The Fair Labor Standards act defines two categories of employees, exempt and non-exempt. The law requires all non-exempt employees to be paid an hourly rate with overtime for hours worked after 40. Exempt employees must receive a salary of at least $23,660 and must have administrative, executive, or professional job duties. Equal Pay Act of 1963: The Equal Pay Act of 1963 states that no employee can be discriminated against on the basis of sex for equal work on jobs.

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This shows merit pay leads to negative effects because it shows one possible outcome of merit pay, cheating to gain more money. More than 8 teachers were sentenced to jail time, with a ending fine of $1000 and 1000 hours of arduous community service. ("Prison Time") This shows merit pay leads to negative effects because it lead to a detrimental outcome for these school

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With the large division in opportunity, quality, and even educational aspirations, underprivileged students and schools will continue to come up short of the mark. This pattern can cause other schools within the county to be forced to lower their expectations causing a lower standard of education in lieu of the targeted higher standards. (Stecher, 2008, p.

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The purpose of this paper is to explore the different aspects of utilizing Title 1 funding to address the need for academic achievement amongst economically challenged families and students in the greater Las Vegas area. A financial deficit exists amongst the families and children in the Clark County School District (2017), but through the use of Title 1 funding economic equality is possible. The Clark County School District has separated the schools in North Las Vegas, Las Vegas, Henderson, and Summerlin into Performance Zones. The Individuals with Disabilities Education Act contains policy that ensures students who need extra help learning, get access to free and appropriate public education. The Title 1 funding program is a federal policy that helps economically disadvantaged students by providing funding for programs and services, if at least 10% of the district’s

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The article discusses the imposition of steep tariffs on foreign washing machines and solar products entering the United States economy resulting from requests for trade barriers to protect domestic manufacturers. Tariffs, a tax charged on imported goods, are a form of protectionism often imposed as an anti-dumping measure that leads to higher prices for consumers and deadweight loss of welfare. The Trump administration approved solar tariffs for the next four years, starting with levies of 30% that will ultimately fall to 15%. In each of the four years, the first 2.5 GW of imported solar cells will be exempted from the tariff to support solar module manufacturers. The imposition of the tariff on imports, goods and services bought from foreign producers, are in response to foreign practices of dumping in which foreign producers sell solar products at prices lower than production costs in the United States to drive out the competition and create a monopoly where the foreign importer can dictate price and quality of the product.

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Chapter 4 discusses four indicators that can be detrimental to student’s achievement. Teacher education, teacher experience, teacher mobility (changing campuses annually), and teacher certification, which all impact student achievement; especially if inequality is consistent over a period. All students must have equal access to teachers that are considered “highly qualified teachers” Skrla et al. (2009). Since teacher mobility is one of the four readily available direct measurement indicators if the teachers are entering into the campus as a transfer and are not equally distributed among the various groups of students such as gifted and talented, advanced placement, students of color, and students with low income, learning inequities would exist.

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Finally, the school board is worried that this funding and jobs from this program will take away from other school district. This is a non-starter; it was stated that the funding would be private funding. So therefore, the school district can’t rob Peter to pay Paul, they should see this funding as a gift

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Personal Statement I believe that each child is unique and that all diversities should be accepted and empowered. Teaching students that everyone is different and that these differences should be welcomed and not judged provides for a safe and welcoming environment in a school and classroom setting. I also believe that students should be able to come to their teachers as well as faculty with their thoughts and feelings. Students should feel empowered, and we should push students to become advocates for their education and teach to each students’ abilities. Education is crucial in pushing students towards higher education after school as well as providing the stepping stones to prepare students for jobs in the real world.

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“Do I get a reward for going to school?” asked a student from the Vons Middle School. “ You can get an a reward, but only if you get good grades,” answers the student’s parents. Students usually get awards for good grades, but what the parent doesn’t know is that paying a child can lead to a few problems. A few of the reasons why schools should not pay students is because they lack of motivation. Another reason is because they tend to cheat.

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There is great variation in accountability systems. In some, information on student achievement is published in league tables, and sanctions, including monetary rewards, are attached to performance for schools and teachers. The use of monetary rewards, however, has proved controversial, and usually has not lasted very long. Furthermore, rewarding successful schools at the expense of increasing resources to schools that are failing would not contribute to overall school improvement.

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