Friday, Jun 02, 2006 | 12:00am EDT
Across the country, policymakers are promoting or implementing plans to encourage excellent teaching by linking some portion of teachers’ pay to their performance or to the performance of their schools or students. While these proposals have generated a lot of heated discussion, most of the debate has centered around issues of theory or politics, not efficacy.
What is the empirical evidence on the effects of performance-based pay plans, in general? In the public sector? In education? And what can research and experience tell us about the factors that make the implementation of some plans
more or less successful?
Edward Lawler, director, Center for Effective Organizations, and distinguished professor of business, University of
Southern California Marshall School of Business
Lewis Solmon, president, Teacher Advancement Program Foundation, and member, Board of Trustees, Milken Family Foundation
Moderator: Milton Goldberg, distinguished senior fellow, Education Commission of the States, and member, Board of Directors, Albert Shanker Institute