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Empirical research investigating the association between teacher pay incentives and student test scores has grown rapidly over the past decade. To integrate the findings from these studies and help inform the debate over teacher merit pay, this meta-analysis synthesizes effect sizes across 37 primary studies, 26 of which were conducted in the United States. Among the U.S. base studies, the results suggest that the effect of teacher ment pay on student tes scores is positive and statistically significant (0.043 standard deviation). This summary effect varies by program design and study context, suggesting that teacher merit pay has the potential to improve student test scores in som contexts but researchers and policymakers should pay close attention to program design and implementation.

This Policy Research Report examines one specific policy approach to improving effective coverage: financial incentives in the form of performance-based financing (PBF) or financial incentives to health workers on the front lines.

This study encompasses the history, definition, and implementation of merit pay to identify the variables that affect student achievement and teacher retention. By reviewing 13 studies on American education relevant to the policy, this study aims to determine how merit pay influenced student achievement and teacher retention rates. In the United States of America (USA), merit pay effectively improves student achievement and teacher retention rates under certain circumstances. However, this policy could also be ineffectual. An analysis of a review of 13 studies identified the variables that affected student achievement and teacher retention. These include year, location, policy duration, merit pay type, students' grade level, and participating teachers' ethnicities. The conclusions drawn from this study suggest implementing an institutionalized evaluation system that fosters the individual growth of students and teachers and an American educational administration that considers each school's needs and situations to increase the merit pay policy's effectiveness and fairness.

The central purpose of this work is to present data that evaluates the impact and perspectives of various merit-pay systems directed at Mexican academics. To this end a brief description is provided of recent Mexican higher education evolution, including that of merit-pay programs. It is proposed that faculty merit-pay systems, in the context of several institutional performance-based funding programs, and of a general conditional cash transfer approach to the distribution of public funding, have created a de facto supra-institutional academic rank ladder based on the academic's participation in the highly prestiged and well-remunerated National Researcher's System (SNI), and on the academic's highest degree (HD). Data is presented showing that increasing SNI-HD ranks are associated with less teaching, more research, stronger academic preference for research activities and less institutional involvement. Several collateral negative side-effects of this situation are highlighted and questions are posed in relation to the long-range pertinence of merit-pay systems with the characteristics that are current in the case of Mexican higher education. (HRK / Abstract übernommen).

Reward your best teachers for the great work they do! Is your school system considering teacher merit pay? Now is the time to know the potential pitfalls and learn from the experiences of other districts. Respected experts Ritter and Barnett provide a step-by-step approach to merit pay that draws on best practices from effective, successful programs. You'll find: A user-friendly summary of existing merit pay programs and their strengths and weaknesses Six essential principles for designing a program that supports teacher professional development, schoolwide progress, and student achievement How-to's and tools for every phase of program development, including collaborating with teachers to create balanced assessment tools.

In the 1990s, one of the major concerns related to university performance in Argentina was how to encourage academics to increase knowledge production, the new central economic commodity in a global market. Therefore, in 1994 a unique faculty merit-pay programme, based on peer evaluation, was introduced: the Incentive Programme for Research professors of Public Universities. Although it has been in place for twenty years without any interruption, it is not the same policy instrument as it was 20 years ago, when first implemented, and this is a key reason for its continuity. This paper adopts a methodology based on the assumption that three attributes of policy instruments could help recognise policy change: the actors targeted, the incentives used to enrich policy objectives and the economic resources mobilised. While in its beginnings the programme was characterised as an important way of accessing funds, twenty years later the acquisition of prestige and academic power has increased its importance. This transformation explains why it remains in place today, and was not abolished with the change of government in 2003.

In this commentary we build on Shenkar's (2001) award-winning critique of cultural distance, arguing that most distance constructs, in fact, suffer the same flaws because they oversimplify the relationship between countries, overlook their subjective and context-specific nature, and pay insufficient attention to the mechanisms through which distance operates. The idea of distance, however, has intrinsic value. Moreover, its considerable appeal and undeniable effectiveness have made it a well-entrenched construct. Therefore we see merit in redressing its weaknesses, and offer several suggestions for doing so. These include allowing for the influence of firm-level characteristics that either moderate the effects of distance or render distance—at least in part—subjective with varying consequences for different MNEs; maintaining directionality by distinguishing between distance and the tendency toward a particular characteristic and acknowledging asymmetry; and conceptualizing the effects of distance and the mechanisms through which it operates more carefully by drawing on concepts and measures from a variety of disciplines. By offering ways to strengthen both its theoretical foundations and measurement, we hope to enhance the usefulness of one of international business theory's most central constructs.

How has research regarding public service motivation evolved since James L. Perry and Lois Recascino Wise published their essay \"The Motivational Bases of Public Service\" 20 years ago? The authors assess subsequent studies in public administration and in social and behavioral sciences as well as evolving definitions of public service motivation. What have we learned about public service motivation during the last two decades? What gaps in our understanding and knowledge have appeared with respect to the three propositions offered by Perry and Wise? This essay charts new directions for public service motivation scholarship to help clarify current research questions, advance comparative research, and enhance our overall understanding of individuals' public service motives.

This study investigated relations between pay-for-performance incentives designed to vary in instrumentality (annual pay-for-performance, quarterly pay-for-performance, and base pay level) and employee outcomes (self-reported work effort and turnover intention) in a longitudinal study spanning more than 2 years. After controlling for perceived instrumentality, merit pay increase, and the initial values of the dependent variables, the amount of base pay was positively related to work effort and negatively related to turnover intention, where both relationships were mediated by autonomous motivation. The amounts of quarterly and annual pay-for-performance were both positively related to controlled motivation, but were differently related to the dependent variables due to different relations with autonomous motivation.

We examine shareholder litigation and the price and nonprice terms of bank loan contracts. After filing a lawsuit, defendant firms pay higher loan spreads and up-front charges, experience more financial covenants, and are more likely to have a collateral requirement. These findings are consistent with reputational losses associated with shareholder litigation. The magnitude of a firm’s lost market value when the lawsuit is filed is positively related to the increase in the firm’s future borrowing costs. We investigate whether the lawsuit allegations and its merit affect future bank loan terms. Our results do not appear to be affected by self-selection.