Incentives to Improve Education

Incentives to Improve Education

A New Perspective

Robert McMeekin

Incentives to Improve Education identifies three categories of incentives: rewards, (financial rewards for teachers), competition (educational choice, often in the form of payment for education by voucher) and threats (introduction of external standards and accountability for performance).

Appendix B: Networks of Schools

Robert McMeekin

Subjects: economics and finance, economics of education, institutional economics, labour economics, post-keynesian economics, education, economics of education, politics and public policy, public policy, social policy and sociology, labour policy


There is a category of schools that constitutes an alternative to traditional public education, in which schools may be private but often operate within the public system. These are ‘networks’ of schools that offer distinctive approaches to private education. Examples in the US include the Accelerated Schools Project, initiated by Henry Levin and now a nationwide movement, Robert Slavin’s Success for All model, the Coalition of Essential Schools, the Edison Project (a private education management organization or EMO) and others. In the Latin America region the Fe y Alegría schools operated by the Jesuit Order in many countries of the region offer a well-known and successful example. In Chile the schools operated by the Sociedad de Instrucción Primaria (Society for Primary Instruction; SIP) that have been the basis for the study described in Chapter 2 provide another example. Like some charter schools, there are networks that have been established with the explicit purpose of offering children who are otherwise ‘at risk’ an opportunity to obtain a good education, and these appear to perform better than schools serving the same student populations that are not members of the networks. Most of these networks provide a kind of yardstick or basis for comparison with regular public schools, although their main objective goes well beyond creating competitive pressures. Although they may be publicly financed, they are to some degree outside the main educational bureaucracy in the local education districts where they operate. Although specifics vary, the schools in the networks...

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