Monday, January 30, 2006
Maybe Money Doesn’t Motivate Educators?
Nearly 470 administrators in NYC nearly lost out on a chance to fight over $1.5 million in performance bonuses because “they didn’t bother to turn in a three-page essay that they had eight months to complete,” the NY Post reports. What is there to say? The principal’s union and the city are trying to work out a contract, perhaps they could use this as a bonding moment of sorts.
This whole episode flies in the face of my longstanding theory that the competence of school administrators is directly correlated with the amount of money that is at stake. In NYC, for example, educrats have tremendous difficulty getting timely materials for NCLB tutoring to parents (because it means the city will have to pay for tutoring if anyone actually signs up) but when it comes to beating the bushes to get kids to return their free and reduced-price lunch forms (which brings in federal funds) the entire city Department of Ed becomes a model of sweat-equity and efficiency.
Maybe I was giving them too much credit?
This whole episode flies in the face of my longstanding theory that the competence of school administrators is directly correlated with the amount of money that is at stake. In NYC, for example, educrats have tremendous difficulty getting timely materials for NCLB tutoring to parents (because it means the city will have to pay for tutoring if anyone actually signs up) but when it comes to beating the bushes to get kids to return their free and reduced-price lunch forms (which brings in federal funds) the entire city Department of Ed becomes a model of sweat-equity and efficiency.
Maybe I was giving them too much credit?
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