Assignment 5 English

Persuasive Paper Part 1: A Problem Exists

Curtis Taylor

Dr. Jacquot

November 16, 2015

Curtis,

You point out some excellent points about this topic and use credible sources, for the most part, to support your position!

However, I am confused on the organization of this paper.

Please see my notes in your paper.

Dr. Jacquot

 

Problem Faced by American Education

According to Arkansas Advanced Initiative for Science and Math, the main agenda is to increase the number of students who get into the Advanced Placement classes. There are people who believe that paying students in order to perform well is a good idea (Scott-Norman, 2011). There are cases of people who could have wasted their AP exams in entirety if they did not find the promise of gold on the other side. To high school students, money has become a big motivation and this holds great potential for a failed education system. The question concerning as to whether students should be awarded with incentive for good performance has controversy. . High school education is very important to American students , and it should help in their social development as teenagers. High school students should not be paid to make good grades because they should want to do well on their own, paying them would demean their grades, and doing so would decrease their levels of enjoyment to learn. Effective introduction in leading the readers to your thesis statement!

Over years, the American society has been looking out for the most cost effective means of improving the education system, especially at the elementary level. Recently one strategy, which has gained significant attention, is the use of short-term financial strategy to students in order to improve their performance. Between the year 2007 and 2011 there have been several studies carried out to determine how incentive is important when it comes to changes in the education system and improvement of performance.

When offering financial incentive to students, the results will take three possible ways. The first direction is that if the student lacks sufficient motivation, then providing incentives will yield positive results for the students (Fryer, 2010).

The second direction could be that if the individual does not have structural resources to convert the efforts to achievements that are measurable, or that performance relies upon factors that are beyond their control then incentives will have very little impact. The third argument, which forms the basis of this paper, is that external reward will undermine intrinsic motivation and create negative outcomes.

First , students should want to do well on their own rather than being paid for good grades. Where do you expand on this point?

Next, paying students demeans the education system.

Where is the beginning of this sentence? the use of incentive will shift the purpose of education, which is teaching curricula and methods. Research has established that when people are enjoying one thing, paying them will make the activity less enjoyable (Fryer, 2010). When students are taking their education seriously, paying them will make the entire education process less enjoyable. It could be very foolish to pay students who are already happy and engaged in their education program. The problem of paying students who do not find learning enjoyable is that the students will not work hard in any case they are not able to receive that payment. It is an indication that once the government has started to pay students, it has to keep doing so unless they want to lose the performance at one point. Basic research indicates that the moment the payment stops, the performance and working hard also stops. Says who? Where is your source?

Finally , paying students would decrease their enjoyment of learning. In an effort to increase achievement and narrow differences between racial groups, school districts have become

laboratories for

reforms. This system of motivating students requires close monitoring. This makes it very difficult for teachers to implement such policies (Fryer, 2010).

This makes it unattractive to pay students in order to take part in school related activities. The most important thing should be creation of instructional methods, which motivate students.  

Secondly we already have students and teachers who are well motivated, teachers who can engage and motivate students are in existence and making use of money as the main form of motivation is acting in a manner that suggest doubts by administrators on the teacher’s ability. There are research studies which indicate that incentives lead to better performance but it is only in environments that are diverse. For student’s incentives to work properly there is a need to have common sense designs. The incentives would work best when they are in simple means that students can understand easily. The most important means through which the education system will end up being better is through targeting school attendance and not poorly understood goals in test scores.

Finally , according to Beth Hennessey of Wellesley College when we make use of financial motivation, intrinsically motivated students may end up suffering. Motivation is a complex and ephemeral entity that need levels (Fryer, 2010). According to psychologists, it is understood that intrinsic not to be limited to money value. It is the environment that we are in which determines our motivational motivation is that desire to do something out of interest, and this could involve the fact that students would want to perform better through the internal interest to learn. If we introduce money, we will be killing that desire to achieve more through self-learning.

As several policy makers have understood that use of financial incentives could lead to better grades. The most worrying thing is that such increased reliance on money could lead to detrimental effects to general development of a student . Though math score in most schools have increased through such policies, it is not generally an effective policy in developing of students socially. Need to answer the “So what?” question; that is, why is this topic important?

American high school students need no financial incentives when they perform well in standardized examination. High school education is very important to American students and it should help in their social development as teenagers. High school students should not be paid to make good grades because they should want to do well on their own, paying them would demean their grades, and doing so would decrease their levels of enjoyment to learn and want to achieve a higher level of education. Is this paragraph another introductory paragraph?

The first solution to increasing students’ performance is the No Child Left Behind Act of 2001 (NCLB) was, in part, a performance management tool that established federal standards that were passed down to state and local governments. Under NCLB, schools, local education authorities, and states were held accountable for student performance. This act literally shifted the responsibility for schools from local governments to the states and the

federal government (Caillier 2007). Excellent solution!

The advantages of this solution are according to Bohnet and Eaton (2003) to provide a useful theoretical framework to illustrate the likelihood that a pay-for-performance system will be a success. Although success is a subjective term, it is defined here as motivating teachers to improve learning and adequately linking instruction to student learning, so that teachers can be financially rewarded accordingly.

The next solution is establishing a pay-for-performance system, the best results are produced when outputs are quantifiable and linked to a single assignment, and can be di-

vided among employees (Bohnet and Eaton 2003). For the most part, teachers’ primary responsibility is to instruct students. However, this instruction can encompass multiple subjects or assignments.

The advantages to this system of achievement tests are aggregated what? based on achievement levels, percentages, or percentiles. Therefore, these tests are quantified and can be easily used to measure outputs. Achievement tests can also be linked back to the classroom teachers who deliver the instruction, provided that the appropriate student level data is collected. Linking achievement results solely to a teacher’s instruction , however, is an entirely different matter. Caillier, J. G. (2007.)

Finally , the solution that LaFleur, Babin, and Lopez (2009.) present a process for implementing assurance on learning that closely follows the AACSB recommendations (also

see Moberg and Walton 2003). The process follows the steps of determining mission based learning goals, determining where and how the goals are addressed in the curriculum, as well as specifying direct measures to assess the goals, establishing performance outcomes and assessing learning results, and finally using what was learned for improvement. The emphasis of this current research is to examine more closely the 4th step of this process, the assessment component.

The advantages are the main thrust of this current research and are to examine the possible variability of outcomes test participation and performance related to different incentives. At the broadest level , incentives can be considered as either extrinsic or intrinsic. Extrinsic incentives are motivators that are external to the individual such as recognition, rewards like money and grades, coercion, and other variables outside the individual. Intrinsic incentives are

motivators that are internal to the individual such as personal interest, satisfaction, enjoyment and other variables within the individual. Intrinsic incentives are thought to be the more enduring

and persistent motivators. Says who? Need a source here

Where is your conclusion?

References

Bohnet, I., and S. C. Eaton. (2003). Does performance pay perform? Where is the rest of the information?

Conditions for success in the public sector.

Caillier, J.G. (2007). The No Child Left Behind Act: Are

states on target to make their goals? The Journal of Negro Education, 76(4), 582-596.

Fryer, R. G. (2010). Financial incentives and student achievement: Evidence from randomized trials. NBER working paper

Gratz, D. B. (2009), The Peril and Promise of Performance Pay: Making Education Compensation Work. City of publisher belong here: Lanham, Md. Rowman & Littlefield..

Kotter, John P. (1996). Leading Change. Cambridge, Mass.: Harvard Business School Press, Where are the volume and page number?

Kremer, M, Miguel, E & Thornton, R (2009). “Incentives to Learn,” Review of Economics and Statistics. Where is the rest of the information?

LaFleur, E, Babin, L, and Lopez, T. [2009], Assurance of learning

for principles of marketing students: A longitudinal study of a course-embedded direct assessment. Journal of Marketing Education, 31 (2), 131-141.

Pfeffer, J., Sutton, R. (2006). Hard Facts, Dangerous Half Truths, and Total Nonsense: Profiting from Evidence-Based Management. Cambridge, Mass.: Harvard Business School Press.

Scott-Norman, F. (2011). Don't peak at high school. Mulgrave, Vic.: Affirm Press.

“Research memorandum on education in the depression.” (2010). New York, N.Y.: Social Science Research Council.

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