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Sam Dillon's piece in the New York Times seems to have reignited the merit pay debate.  At least for this week.  After watching the Twittersphere for the past few days, it remains clear that merit pay or pay for performance remains the most titillating of education "reform" discussions.

In Wisconsin, there has been a bigger push to adopt merit pay ever since Scott Walker limited the collective bargaining rights for teacher unions.  Merit pay sounds like a good idea in concept, especially to those in the business world, but most teachers know that it is a crock.  In theory, merit pay, would work in a way that you determine the quality of the teacher and reward them based on that quality.  This brings about many problems.  The biggest of which is how do you determine the quality of teachers? This has been a widely debated topic in many of the recent educational reform debates.  Should we measure based solely on standardized tests? This would result in more teaching to the tests, a narrowing of curriculum, and most likely cheating to ensure the bonuses as we have seen in Atlanta and DC.

The term "merit pay" has gained a prominent place in the debate over education reform. First it was D.C. schools chancellor Michelle Rhee trumpeting it as a key to fixing the D.C.'s ailing public schools. Then a handful of other cities gave it a go, including Denver, New York City, and Nashville. Merit pay is a big plank of Education Secretary Arne Duncan's reform platform. Chicago mayor Rahm Emanuel has just launched his own version of merit pay that focuses incentives toward principals.

As policymakers across the country push headlong into education reforms, which in many cases include merit pay incentives, yet ANOTHER study was released this week (this time) from New York that found that teacher incentive pay (merit pay) did not lead to improved student performance.

Merit pay is the tool the corporate reformers are using to cut teacher pay. They are doing damage that will haunt us for years.

"On Monday, the city's 4,700 union members are scheduled to vote on the contract. Both sides say they cannot predict the outcome, but either way, what happens here will echo among teachers' unions across the country. If the contract is approved, it could prompt other districts to push for pay-for-performance, by suggesting that merit pay is no longer so symbolic a fight among the rank and file. Newark's deal itself was prompted by recent changes to the state's tenure laws that were once considered unthinkable. And both sides insist that this deal could be a model for union-management collaboration, giving teachers a voice they have often felt was denied in reform. If it fails, beleaguered union leaders could take it as a new sign of strength in contract negotiations - similar, some teachers said, to the example of the Chicago teachers' strike last month."

Anyone who knows the politics of public education in Florida would have seen it coming. We at The Post did. Now, though, we can confirm that another Great Tallahassee Schools Scam is heading our way. This one is about merit pay, the latest supposed miracle cure for education.

Merit pay for teachers, an idea kicked around for decades, is suddenly gaining traction. Fervently promoted by Michelle A. Rhee when she was chancellor of the District's public schools, the concept is picking up steam from a growing cadre of politicians who think one way to improve the country's troubled schools is to give fat bonuses to good teachers.

In today's Washington Post is another story about "merit pay" for teachers. But this one, by national education correspondent Lyndsey Layton, spends some space on my own thoughts on the topic. For those new to the issue, or coming to the Pink Blog from Tweets about the article, let me summarize my views as succinctly as I can

So when St. Michele of Arc decided the kids of Washington D.C. weren't worth her time anymore, her wealthy patrons decided to split as well, leaving the district holding the bag. The IMPACT bonuses, by the way, never worked, despite Rhee's continuing insistence that they did; Matt DiCarlo takes her claims down quite nicely. So now the district is stuck picking up the costs for a merit pay system that never had research to back it up; simply because the Billionaire Boys Club - for which Rhee is the mascot - had a change of heart. What will happen, do you suppose, when they cool on charter schools?

Mayor Rahm Emanuel announced a plan Monday to award merit pay to Chicago Public Schools principals who perform well on a new set of evaluative metrics as critics questioned whether the program will lead to gains in student achievement. The performance rewards-which may be based on student test scores, school climate and leadership skills, among other factors - are part of an overhaul of principal preparation and evaluation at CPS. They will be paid for over the next four years by a new $5 million fund created through charitable donations, Emanuel said. The district plans to implement a similar incentive program for teachers, he said.

If your child's teacher seems a little bit on edge this year, it might not be your imagination. Education reforms now going into effect in Indiana, and similar ones sweeping the nation, are targeting something many Americans consider to be strictly off-limits: their paychecks. The laws passed in 2011 and being implemented over the next two or three years were partly based on the principle of merit pay. Under Indiana's new law, the state will ask that test performance of students be factored into pay raises for the first time. That is a major shift away from the rigid pay tables in most school districts that awarded raises primarily based on a teacher's years of experience and the academic degrees they earned.

The study claims they found that if they gave teachers several thousand dollars at the beginning of the year and told them they'd have to return it if their students didn't do well on math tests, then students did better on those tests (there was no impact on score improvement for students of teachers in the group that were offered bonuses after the test -- the more typical merit page scheme).  The study only included teachers from nine schools and student scores were also not tracked past one school year.

Teachers are neither mercenaries nor missionaries. They do the best they can in spite of - not because of - the salaries they receive. Reformers who have never taught do not understand what motivates teachers. I don't think they ever will. All the more reason to be skeptical about "innovative" merit pay plans.

As a growing number of states move toward legislation that would institute teacher merit pay, the debate around whether and how to use student test scores in high-stakes staffing decisions has become even more hotly contested. The majority of merit pay initiatives, such as those recently proposed in Ohio and Florida, rely to some extent on value-added estimation, the method of measuring a teacher's impact by tracking student growth on test scores from year to year. We recently exchanged e-mails with Steven Glazerman, a Senior Fellow at the policy research group Mathematica. Glazerman specializes in teacher recruitment, performance management, professional development, and compensation. According to Glazerman, a strong understanding of the constructive uses and limitations of value-added data can prove beneficial for district-level human resources practitioners.

The current teacher salary scale has come under increasing fire, and for a reason. Systems where people are treated more or less the same suffer from two basic problems. First, there will always be a number of "free riders." Second, and relatedly, some people may feel their contributions aren't sufficiently recognized. So, what are good alternatives? I am not sure; but based on decades worth of economic and psychological research, measures such as merit pay are not it.

One of the central policy ideas of market-based education reform is to increase both the risk and rewards of the teaching profession. The basic idea is to offer teachers additional compensation (increased rewards), but, in exchange, make employment and pay more contingent upon performance by implementing merit pay and weakening job protections such as tenure (increased risk). This trade-off, according to advocates, will not only force out low performers by paying them less and making them easier to fire, but it will also attract a "different type" of candidate to teaching - high-achievers who thrive in a high-stakes, high-reward system.

Teachers often say they don't do their jobs for the money, but surely financial incentives are a factor in just about any career decision. Would you work harder at your job if there was a cash bonus on the line? More importantly, would the extra money alone somehow make you a more effective employee? Under a new law being implemented over the next several years in Indiana, student test scores will now be used as a factor in whether a teacher receives a pay increase. The Indianapolis Star, in partnership with The Hechinger Report, is closely monitoring the state's reform measures aimed at boosting teacher effectiveness. The state's teachers are questioning whether the law can be fairly applied, and whether merit raises will ultimately result in students learning more, according to the recent entry in the newspaper's series. There are also fears among educators that the unpredictability of the pay scale will discourage people from considering teaching as a career.

This fall, the District of Columbia Public Schools gave sizable bonuses to 476 of its 3,600 educators, with 235 of them getting unusually large pay raises. "We want to make great teachers rich," said Jason Kamras, the district's chief of human capital. The profession is notorious for losing thousands of its brightest young teachers within a few years, which many experts attribute to low starting salaries and a traditional step-raise structure that rewards years of service and academic degrees rather than success in the classroom.

"Cognitive scientist Daniel Willingham from the University of Virginia gets to the heart of the matter:"