State

Rewards Programs found on State Web sites or Related Links

  Arkansas

Policies concerning rewards for high achieving schools/systems are currently under development to be phased in over time. The proposed rewards are anticipated to be based on exceptional performance in two categories: Performance Awards will be based on absolute levels of student achievement and other indicators and Growth Trend and Improvement Awards will recognize growth trends and improvements in student achievement and other indicators. All award categories may include cash payments to individual schools.

  Colorado

The amount and type of rewards provided to high achieving schools are based on local decisions.

  Connecticut

Monetary awards are available to high achieving schools in the form of Achievement Grant Awards. These awards are calculated to be proportional to the relative size of the school’s score increases.

  Delaware

Policies concerning rewards for high achieving schools or systems are currently under development to be implemented in 2001.

  Florida

Schools designated School Performance Grade A and schools that improve by at least one performance grade designation are eligible for school recognition and rewards. Schools designated School Performance Grade A and schools that improve by at least two performance grades are also eligible for deregulated status and increased budget authority.

  Georgia

The Pay for Performance (PfP) program is designed to promote exemplary performance and collaboration at the school level.  To obtain a PfP award, a school must develop an improvement plan that identifies a comprehensive set of performance objectives in four categories: academic achievement, client involvement, educational programming, and resource development. In addition, recognition is given to schools that have successful programs in many areas of school life through the Georgia School of Excellence Program. Schools recognized as exemplary receive certificates of acknowledgement and grants from funds appropriated by the General Assembly.

  Illinois

No formal rewards or monetary awards are provided; however, schools can achieve exempt status if a majority of their students exceed standards on the state assessment. Schools with exempt status do not have to participate in the yearly review process.

  Indiana

Schools are eligible for monetary incentive awards if they demonstrate a level of improvement that exceeds the average level of their last three years in two or more of the following areas: student attendance rates, mathematics proficiency scores, language arts proficiency scores, and/or ISTEP+ total battery scores. Monetary awards may be used for any educational purpose except athletics, salaries, or salary bonuses for school personnel. A committee of faculty, staff, parents, students, and community representatives determines how best to use the monetary award. In addition, schools that demonstrate a level of improvement that exceeds the average level of their last three years in only one of the areas (Student attendance rates, mathematics proficiency scores, language arts proficiency scores, or ISTEP+ total battery scores) are eligible for a non-monetary incentive awards. An example is the Indiana Four Star Awards program, which was established to annually recognize schools that have demonstrated academic excellence. For this award, the state issues an award certificate suitable for framing and displaying.

  Kansas

A Quality Performance Accreditation Process is used to provide special accreditation to schools with high performance. Schools are judged during state site visits by how well all of its students are performing and by their continual academic improvement.

  Kentucky

Schools that exceed their improvement goal and have an annual dropout rate below 8% will receive monetary rewards based on the number of certified staff employed on the last day of the year on which the reward is given. These awards may be used for school purposes as determined by the school council, or if none exists, by the principal. In addition, the Board of Education will identify reports, paperwork requirements, and administrative regulations from which high-performing schools will be exempt.

  Louisiana

The Board of Elementary and Secondary Education (BESE) has recommended that schools receive monetary rewards when they meet or surpass their Growth Targets and show growth in the performance of students who are classified as high poverty. School personnel will decide how monetary rewards will be used; however, they may not be used for salary stipends. Other forms of recognition are also provided for schools that meet or exceed their Growth Targets.

  Maryland

The Maryland School Performance Program (MSPP) rewards schools based on a statistical profile index developed from their results on the MSPAP and attendance rates. Schools that attain statistically significant improvement over a one-year period receive a certificate of recognition. Schools that attain improvement over a two-year period receive a monetary award. School improvement teams determine how funds are spent; however, they may not be used for bonuses, differential pay, or to supplant existing funding sources. Funds are typically used for professional development, equipment, or other improvements.

  Massachusetts

Policies concerning rewards for high achieving schools or systems are currently under development.

  Mississippi

School Districts are rewarded based on their accreditation level earned. Districts with an Accreditation level of 3, 4, or 5 are exempt from accreditation site visits and may apply for exemption from any process standards not federally or state mandated that may prevent the implementation of innovative educational programs. In addition, Accredited-3 Districts may keep their Accredited-3 level for two years unless they fall below a 2.5 on the performance index or fail to comply with 100% of the process standards. Accredited-4 Districts are exempt from some process standards and may keep the Accredited-4 level for two years unless they fall below 3.5 on the performance index or fail to comply with the remaining process standards. Accredited-5 Districts are formally recognized as an Excellent School District by the State Board of Education, exempted from certain process standards, and may keep the Accredited-5 level for three years unless they fall below 4.5 on the performance index or fail to comply with the remaining process standards.

  Missouri

A+ Schools receive start-up grants and are recognized by the state for upgrading curriculum, reducing dropout rates, and promoting high student achievement. Since 1994, 133 Missouri schools have received A+ Schools start-up grants.  

  Nebraska

Quality Education Incentive Payments of $50 or $100 per student are awarded to schools that meet the specified quality factors:  Years 1-2 those who meet all of the primary quality factors, Years 3-4 those who meet all of the primary quality factors and at least two premier quality factors, Years 5-6 those who meet all of the primary quality factors and at least three premier quality factors, Years 7-up those who meet all of the primary quality factors and at least four premier quality factors.

  New Jersey

The Academic Achievement Reward Program awards schools based on absolute achievement or significant gains as measured by the state assessment system. Also, the Office of Innovative Programs and Practices provides monetary rewards and recognition awards for teachers (various state and national awards by content area), students (various state and national academic/creative awards), schools (STAR Schools; [National] Blue Ribbon Schools), and innovative programs (Best Practices). Ten STAR Schools and 50 Best Practices Programs are named to receive banners, pins, and certificates at a statewide ceremony with additional recognition generated through the media. STAR Schools receive a $1,000 award check and Best Practice Programs receive a $500 award check for expansion or replication of the current specialization or whole-school reform model or best practice. STAR Schools are determined by their: educational model to addresses Core Curriculum Content Standards; faculty’s professional development activities and exemplary teaching practices; administration’s leadership style, management and fiscal efficiency; record of high student performance; and their collaboration with parents, businesses, the community or higher education.

  New Mexico

The Incentives Program provides monetary rewards to schools based on a formula to measure school achievement that adjusts for three socioeconomic status variables (i.e., percent of students eligible for free/reduced lunch, student mobility, and percent of Limited English Proficiency students). Schools with the greatest annual increase in test scores, with 10% of the state’s student enrollment, receive monetary rewards. The State Board of Education also recognizes high performing schools (i.e., in the top quartile of all schools when grouped by performance) with a certificate.

  New York

Policies concerning rewards for high achieving schools or systems are currently under development.

  North Carolina

Schools are rewarded for both achievement and growth using several levels of recognition. A School of Excellence title is given for meeting expected growth (expected gain for high school) standards and having at least 90% of students performing at or above grade level (at or above Achievement Level III for high schools). Excellent Schools receive recognition at the annual statewide luncheon, banners and certificates, and financial rewards. A School of Distinction title is given for having at least 80% of students performing at or above grade level (at or above Achievement Level III for high schools) irrespective of growth or gain. Distinguished Schools receive plaques and certificates. The Top 25 Schools in Academic Growth are K-8 schools with the state’s 25 highest values on the exemplary growth composite. The Top 10 Schools in Academic Gain are high schools with the state’s ten highest values on the exemplary gain composite. Top 25/10 Schools receive recognition at the annual statewide luncheon, banners and certificates, and school incentive awards. A School Making Exemplary Growth/Gain title is given for those meeting their exemplary growth (exemplary gain for high school) standards. Exemplary Schools receive certificates and school incentive awards. A School Making Expected Growth/Gain title is given for meeting expected growth (expected gain for high schools) standards. Expected Schools receive certificates of recognition and school incentive awards.

  Ohio

  Oregon

Professional Development Grants for teachers are currently under development. Presently, access to apply for Federal Grants that rely on state recommendations are determined by the state’s evaluation of school/district performance. Recognition is given to schools that meet the qualifications for federal recognition programs such as the Title I Programs of Merit (when these programs require nomination by the state, the state will nominate the top 3-5 schools that meet the federal requirements but provided state recognition to all of them).

  Pennsylvania

Monetary awards are provided for schools as well as personnel for excellent performance. The Commonwealth’s School Performance Funding Initiative provides awards to schools that improve students’ academic achievement and effort. Maintenance of High Standards Awards are given to high performing schools that continue to provide quality education (but may not show large gains). The School District Performance Measures Program provides incentives for personnel performance. Most local programs are only for administrative and support personnel; however, some school districts have implemented—or plan to implement—performance-measures programs for teachers. This grant program is to provide incentives to school districts for programs that reward individual teachers and other professionals based on the quality of their performance.

  South Carolina

Two levels of awards are given for both absolute performance and improvement. Gold Level and Silver Level awards were mentioned; however, no specific criteria for either of these categories were listed.

  Texas

The Texas Successful Schools Award System (TSSAS) provides monetary awards to schools having high achievement or improvement. Also awards are issued annually to recognize effective and innovative approaches to increasing the number of parents or guardians attending parent-teacher conferences. “Schools rated Exemplary, Recognized, or Acceptable qualified for a TSSAS award if at least 45% of all students and each student group passed each section of the TAAS, had a dropout rate of 6% or less and had an attendance rate of at least 94%. Additionally, using the comparable improvement quartile rankings created for the TLI Average Growth indicator (outlined in Section V – 1998 Accountability Manual) the school must be ranked in the top 25% quartile (Q1) of its unique comparison group in both reading and math.” The highest performing districts and schools are also exempted from specific regulations and requirements.

  Virginia

Formal recognition is provided to schools with the Most Improved Academic Gains.

  Washington

Policies concerning rewards for high achieving schools or systems are currently under development.