Some co-workers would try harder to do the job they are supposed to do. But some would focus their energies only on those things that pay and ignore the rest of their responsibilities. Worst of all, some would resort to tricks or deceit to improve their scores. There is ample evidence from other states that teachers react in all these ways when they are faced with high-stakes accountability systems. For example, they shift class time to the subjects that are tested and take it away from those that are not.
Teachers also spend excessive time in test preparation activities of questionable educational value.
When the same test is used year after year, it is tempting to teach the specific test questions rather than the broader skills they are supposed to measure. The state's underperforming schools program, which provides expert guidance and financial support for schools over a three-year period, is a far better approach to improvement than these gigantic bonuses. Broaden the base of information to be tested on so that performance in science, social studies, music and art matters. Change the test from year to year to lessen the temptation to teach specific questions to boost scores. Institute an audit testing mechanism using different tests with a sample of students to provide an independent check on the degree to which scores are compromised by inappropriate test preparation and shifts in curriculum.