LEADER 03801nam 2200733 a 450 001 9910461167203321 005 20200520144314.0 010 $a1-58901-788-9 035 $a(CKB)2670000000113640 035 $a(EBL)765472 035 $a(OCoLC)748242148 035 $a(SSID)ssj0000565995 035 $a(PQKBManifestationID)11335697 035 $a(PQKBTitleCode)TC0000565995 035 $a(PQKBWorkID)10533728 035 $a(PQKB)10333581 035 $a(MiAaPQ)EBC765472 035 $a(MdBmJHUP)muse884 035 $a(Au-PeEL)EBL765472 035 $a(CaPaEBR)ebr10497690 035 $a(EXLCZ)992670000000113640 100 $a20101007d2011 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHigh-stakes reform$b[electronic resource] $ethe politics of educational accountability /$fKathryn A. McDermott 210 $aWashington, D.C. $cGeorgetown University Press$dc2011 215 $a1 online resource (236 p.) 225 1 $aPublic management and change series 300 $aDescription based upon print version of record. 311 $a1-58901-767-6 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; List of Illustrations; Acknowledgments; List of Abbreviations; 1 Scrutinizing Educational Performance; 2 Performance-Based Accountability; 3 The Evolution of Educational Accountability; 4 Education Standards and Performance Accountability, 1970-2001; 5 Educational Performance Accountability in Three States; 6 Education Finance and Accountability in Massachusetts: "The Grand Bargain"; 7 Accountability and Equity in New Jersey: "Where Home Rule Hasn't Worked, the Legislature Must Do What Home Rule Has Not Done" 327 $a8 Incrementalism and Local Control in Connecticut: "I'm Not Out Looking for Your Keys" 9 Assessing Performance Accountability in Education; 10 Lessons for Performance Measurement Research and Practice; References; Index 330 $aPerformance accountability has been the dominant trend in education policy reform since the 1970's. State and federal policies set standards for what students should learn; require students to take ""high-stakes"" tests to measure what they have learned; and then hold students, schools, and school districts accountable for their performance. The goal of these policies is to push public school districts to ensure that all students reach a common threshold of knowledge and skills. High-Stakes Reform analyzes the political processes and historical context that led to the enactment of state-level... 410 0$aPublic management and change. 606 $aEducational accountability$zUnited States$xStates$vCase studies 606 $aSchool improvement programs$zUnited States$xStates$xEvaluation$vCase studies 606 $aEducational accountability$zConnecticut 606 $aEducational accountability$zMassachusetts 606 $aEducational accountability$zNew Jersey 606 $aEducation$xStandards$zConnecticut 606 $aEducation$xStandards$zMassachusetts 606 $aEducation$xStandards$zNew Jersey 608 $aElectronic books. 615 0$aEducational accountability$xStates 615 0$aSchool improvement programs$xStates$xEvaluation 615 0$aEducational accountability 615 0$aEducational accountability 615 0$aEducational accountability 615 0$aEducation$xStandards 615 0$aEducation$xStandards 615 0$aEducation$xStandards 676 $a379.1/580973 700 $aMcDermott$b Kathryn A.$f1969-$0942677 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910461167203321 996 $aHigh-stakes reform$92127289 997 $aUNINA LEADER 01027nam a2200241 i 4500 001 991002176469707536 005 20020508191750.0 008 010912s1937 de ||1 | ger 035 $ab10970460-39ule_inst 035 $aPARLA156708$9ExL 040 $aDip.to Scienze Storiche Fil. e Geogr.$bita 100 $aBruno :$cMerseburgensis $00 245 10$aBrunos Buch vom Sachsenkrieg /$cneu bearbeitet von Hans-Eberhard Lohmann 260 $aLeipzig :$bK. 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St. 2$g1$i2009000073340$lle009$o-$pE0.00$q-$rn$so $t0$u0$v0$w0$x0$y.i11081156$z28-06-02 996 $aBrunos buch vom Sachsenkrieg$981619 997 $aUNISALENTO 998 $ale009$b01-01-01$cm$da $e-$fger$gde $h0$i1 LEADER 04569nam 22006973u 450 001 9910797473803321 005 20230125193452.0 010 $a1-5063-8942-2 010 $a1-4833-6134-9 010 $a1-4833-6351-1 035 $a(CKB)3710000000456768 035 $a(EBL)1659081 035 $a(OCoLC)681984775 035 $a(SSID)ssj0001531424 035 $a(PQKBManifestationID)12588329 035 $a(PQKBTitleCode)TC0001531424 035 $a(PQKBWorkID)11463312 035 $a(PQKB)10222660 035 $a(MiAaPQ)EBC1994311 035 $a(EXLCZ)993710000000456768 100 $a20160627d2006|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeacher Pay and Teacher Quality$b[electronic resource] $eAttracting, Developing, and Retaining the Best Teachers 210 $aThousand Oaks $cSAGE Publications$d2006 215 $a1 online resource (201 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-1321-7 311 $a1-4129-1320-9 327 $aCover; Contents; Acknowledgments; Preface; About the Authors; Chapter 1 - Attracting, Developing, Retaining-and Paying-Quality Teachers; Examining Motivation: Do Financial Incentives Work in Promoting Teacher Quality?; How We Pay Teachers: A Brief History of Teacher Compensation; Current Issues and Trends in Teacher Compensation; Teacher Pay and Teacher Quality; Concluding thoughts: Where Do We Go From Here?; Chapter 2 - Teacher Pay and School Purposes: How Do They Relate?; Aligning Teacher Compensation with Organizational Purpose and Direction 327 $aMoving Forward: Key Considerations for Developing a Compensation SystemEstablishing Criteria: Defining and Measuring Quality; Summary: Teacher Compensation in the Big Picture of School Purpose; Chapter 3 - Competitive Salaries and Benefits: How Do We Stack up?; How Do Principles of Environmental Scanning Apply to Teacher Compensation Systems?; How can the Competitiveness of Teacher Salaries be Assessed?; How can Nonsalary Benefits Contribute to a Competitive Salary Package?; What Role can Working Conditions Play in a Competing Market?; Summary: Teacher Quality and Competitive Pay 327 $aChapter 4 - Considering Options for Teacher Pay: What are the Promising Possibilities?Single-Salary Schedule; Extra Duty/Additional Responsibility Pay; Career Ladder; Knowledge- and Skills-Based Pay; Individual Evaluation Pay; Performance-Based Pay; Creative Compensation: Other Ways of Recognizing Teacher Quality; Summary; Chapter 5 - Building a Model Teacher Compensation System: What Will Work Best for Us?; Assumptions about Compensation Systems; Design Principles: Considerations in Teacher Compensation; Designing a Compensation System Aimed at Quality 327 $aA Component-Parts Approach to Teacher CompensationA Model for Teacher Compensation; A Closer Look at the Components of Compensation; Compensation and Quality; Alternatives to Consider; Concluding thoughts: Designing a Compensation System; Chapter 6 - From Planning to Implementation: How Do We Make This Change?; Step 1: Develop the Aims and Criteria of the Compensation System; Step 2: Select Compensation Components; Step 3: Plan for Implementation; Step 4: Pilot the Restructured Compensation System; Step 5: Districtwide Implementation and Evaluation 327 $aConcluding thoughts: Teacher Quality and Teacher PayEndnotes; References; Index 330 $aThis review of existing teacher compensation models provides school administrators with a research-based approach for developing a compensation system that attracts and retains high-quality teachers. 606 $aTeachers$xSalaries, etc$zUnited States 606 $aTeachers$xRecruiting$zUnited States 606 $aTeacher effectiveness$zUnited States 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aTheory & Practice of Education$2HILCC 615 0$aTeachers$xSalaries, etc 615 0$aTeachers$xRecruiting 615 0$aTeacher effectiveness 615 7$aEducation 615 7$aSocial Sciences 615 7$aTheory & Practice of Education 676 $a331.2/813711/00973 700 $aStronge$b James H$0861843 701 $aGareis$b Christopher R$01556867 701 $aLittle$b Catherine A$01556868 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910797473803321 996 $aTeacher Pay and Teacher Quality$93819913 997 $aUNINA