July 6, 2010 – Education Research Report
Impact Assessment of Denver’s ProComp

This is the first of two reports detailing possible effects of Denver’s ProComp on student achievement, educator attitudes and behaviors, and teacher retention. This first report describes outcomes that may be associated with ProComp at the program level; a subsequent report (to be released in September, 2010) describes outcomes at a finer level of granularity to better understand differential outcomes of the program’s various elements for educators of various backgrounds.

July 6, 2010 – New York Times
Merit Pay and Test Tampering

Investigations in Georgia, Indiana, Massachusetts, Nevada, Virginia and elsewhere this year have pointed to cheating by educators. Experts say the phenomenon is increasing as the stakes over standardized testing ratchet higher — including, most recently, taking student progress on tests into consideration in teachers’ performance reviews and determining pay.

Teachers, Performance Pay, and Accountability
What Education Should Learn from Other Sectors
May 14, 2010

Some school policymakers are promoting a new idea for improving the schools: merit pay plans that would tie teachers’ pay to the scores their students earn on standardized math and reading tests. Advocates of this approach base their support on two assumptions: first, that merit pay is long-established and widespread in the private sector, and second, that students’ test scores are a reliable way to gauge how well teachers are doing their jobs. Both assumptions, according to a new research report issued today by the Economic Policy Institute, are faulty.

Economic Policy Institute Report

January 18, 2010 – Pennsylvania State Education Association 
Pennsylvania Union Makes Pay Recommendations

The Pennsylvania State Education Association has released its recommendations for teacher pay systems designed to attract and retain education professionals.  “20/20 Vision for the Future” provides four recommends that are based on decades of research investigating strategies that improve educational outcomes and how compensation systems align with successful educational strategies.

Teacher Support for Compensation Reform
Surveys Show Less Experienced Teachers are More Supportive of Differentiated Compensation
Center for American Progress
November 24, 2009

The Center for American Progress has released a new report that examines findings from three polls.  According to the report, inexperienced teachers are more supportive of pay for performance, recruitment incentives, and pay for subject shortage areas.

Full Report Here