Search

This paper will argue against the implementation of public policies which require or encourage individual teacher bonuses based on student test scores. Teacher incentive programs as they are now conceived and implemented in Public Education Policy are unable to produce higher levels of student success. Student achievement is often characterized as job skills learned in comparison to other students worldwide. Success and failure in student achievement should no longer be measured in terms of standardized test scores. Due to outsourcing, an increasing number of jobs in the United States require applicants to acquire advanced degrees. The traditional basics of reading, writing, and arithmetic are no longer sufficient to keep American students competitive with advanced international students. Standardized testing, because it evaluates only basic skills, is not an adequate measure of student success. In order to better account for worldwide competition, measures of student achievement should compare job skills between American and international students in terms of human capital. Programs which link teacher pay to test scores will only stagnate the intellectual development of students. Public policy and education literature argues that incentive-based pay for teachers encourages instructors to focus on test-taking skills and basics without developing the critical and analytical skills of students. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Scholars and policy makers in the U.S. have long been concerned about achievement gaps between ethnic minorities and white students. The notorious black-white test score gap of a full standard deviation has received special attention (Jencks and Phillips 1998). Although the consensus is strong that such gaps exist and ought to be significantly narrowed if not eliminated, there is little agreement regarding which public policies are likely to be most effective in closing minority student achievement gaps.     In this paper we examine the question of what policy-influenced characteristics of teachers appear to hold the most promise to boost achievement among various disadvantaged groups and whether such achievement gains are likely to come at the expense of other subgroups of students. We pay especially close attention to the question of teacher race and ethnicity and explore what implications teacher race has for the academic achievement of various student groups. We are particularly interested in exploring whether or not teachers of minority races boost the achievement of students of their race, thus demonstrating a [ABSTRACT FROM AUTHOR]