Expressing concerns over the incentive as a public policy device

G. Dix

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

3 Citations (Scopus)

Abstract

Monetary incentives have recently become a fashionable instrument in education. The overall level of education is expected to rise when teachers receive a bonus for increased student performance. Israel was the first to experiment with performance-based pay for teaching personnel. In 2000, the Israeli government began to reward individuals and teams of the participating schools when they managed to accomplish a rise in student scores on matriculation exams. In the United States, several individual states similarly experimented with bonuses in primary and secondary education (Lavy, 2009). A nationwide program of performance pay for American teachers was established in 2006. The best performing among them would receive additional rewards drawn from the so-called Teacher Incentive Fund. Other countries such as Australia and the UK followed suit. In the Netherlands, the appreciation for and implementation of this particular policy measure came relatively late. A coalition of Liberals and Christian Democrats set 250 million euros aside in 2010 to spend on performance pay over a period of five years. In line with the Israeli approach, the Dutch government decided to begin with a series of experiments so as to ascertain what type of bonus would work best. Several schools participated in a pilot study just after the coalition agreement was signed.
Original languageEnglish
Title of host publicationConcerned Markets: Economic Ordering for Multiple Values
EditorsAlexandre Mallard, Hans Kjellberg, Debby Harrison, Susi Geiger
Place of PublicationCheltenham
PublisherEdward Elgard
Chapter2
Pages19-45
ISBN (Electronic)9781782549758
ISBN (Print)9781782549734
DOIs
Publication statusPublished - 2014
Externally publishedYes

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