Using and Abusing the Past: The Use of History in the Performance Related Pay Debate.

Since the 1980s there have been several attempts in the United States to depart from the single-salary schedule in place since the 1920s and to apply performance-related or merit pay (PRP) to teachers, assessed either at the school level or individually. Meanwhile, in England, a performance-management process is now being implemented that is also a major departure from the manner in which salaries have been calculated. This paper discusses why work advocating PRP in the United States is relevant to a discussion of the same process in England, despite their differences. It looks at the use of history made in that literature before providing a historical account of teachers' pay in England. This work also discusses the background of PRP in England and describes its main features. Much of the argument in favor of PRP rests on the view that a historical change is taking place in the nature of work and the structure of organizations. This paper points out that the changes form a normative model identical to that proposed by post-Fordism. Teachers in England are very demoralized, evidenced in falling recruitment rates and problems with retention. An increasing number of teachers are deciding neither to enter nor to stay. Under the new contracts, uncertainty created by reward and performance-management strategies add to the insecurity created by lack of job tenure. (Contains 8 pages of references.) (DFR)