In this paper, Michael Podgursky of the University of Missouri-Columbia takes a deep look into how the method of paying teachers evolved. He shows that compensation systems have unintentionally become dysfunctional. His paper doesn’t stop with explaining the problem, though. He shows how efficiencies can be gained through rethinking decisions such as how many teachers a district actually needs.
The George W. Bush Institute’s Education Reform Initiative presents The Productivity for Results series
