THE KENTUCKY SCHOOL-BASED PERFORMANCE AWARD PROGRAM - SCHOOL-LEVEL EFFECTS

This study examines the implementation of the Kentucky school-based pe rformance award program in 16 elementary middle, and high schools in t he fall of 1996. Distinct differences were found between award- and no naward-winning schools. Alignment of school goals and resources, inclu ding curriculum, professional development, and principal leadership we re key enabling conditions associated with award schools. The state in tervention strategy for helping initially unsuccessful schools enabled these schools to develop organizational conditions associated with aw ard-winning schools. The data suggest a model of teacher motivation th at builds on previous research in education and on empirical research on employee motivation.