> introduce a management structure that allowed incentive compensation for teachers <
We actually have something like that in place at our school now. It’s a disaster. Teachers who are favorites of the principal get assigned the classes most likely to generate bonuses.
And you’d be surprised how seemly small factors can have a big influence on results. For example, suppose you teach Algebra 1 first period, and I teach Algebra 1 - with the same type of kids - third period.
I can guarantee it that my test scores will be higher than yours. And that’s because during first period kids are still straggling into school. On most days perhaps 1/4 of your first period class hasn’t reported yet. But by third period most of my kids are present. So I’ll get the bonus that year. You won’t.
Some folks have suggested a work-around: Rotate period assignments each year. That’s rarely possible due to the many other pressures involved in scheduling.
Then there’s the disruptive kid problem. Suppose you have five disruptive students in your class. Lucky me, I only have two. Again, your test scores will be lower. And I’ll get the bonus.
(Sorry for being so long-winded. But as you can guess, this is a real passion for me. Urban education is such a disaster. But it doesn’t have to be.)
Look up Eric Hanushuk and get some of his books on school reform if you’re interested in this topic.