Few issues in education are as polarising as proposals to introduce “pay for performance” for teachers. This blog is not an attempt to persuade you that such proposals are right or that they are wrong. Rather, it is a plea for us all to pause, unpack the question, and appreciate that arguments about the external validity and contextual nature of “the evidence” cut both ways.
Education is in crisis, in the sense that hundreds of millions of kids are currently in school who will probably never acquire functional literacy or numeracy. More and more, the rhetoric from aid agencies is focused on the need to improve the quality of teaching, and indeed reform whole systems. This emerging consensus is generally skeptical of increased spending.