National Hockey League guaranteed contracts: A principal agent problem impacting on performance

Purpose – This paper aims to investigate, through the lens of the principal–agent problem, the relationship between payment of National Hockey League (NHL) salaries and player performance during the period of 2005-2011 and explore the inherent issues within the NHL player compensation and incentive structure. Design/methodology/approach – The research adopts a pragmatic philosophy with deductive reasoning. This paper focuses on the NHL season 2005-2011 and undertake analysis of historical player contracts and performance data of 670 players across 29 clubs to undertake liner regression analysis. Findings – This paper quantifies potential inefficiencies of NHL league contracts and defines the parameters of the principal–agent problem. It is identifies that player performance generally increases with salary, is higher in the first year of a contract and despite decreasing over the life of the contract, will usually peak again in the final year of the contract. Research limitations/implications – The research is based around figures from 2005-2011 and secondary statistical data. The study captures quantitative data but does not allow for an exploration of the qualitative perspective to the problem. Practical implications – Entry-level or first contracts are good for all teams and players because they provide incentive to perform and a reduction of risk to the team should a player not perform to expectations. The same can be said for players at the other end of the spectrum. Although not typically used much, performance bonuses for players over the age of 35 allow clubs to “take a chance” on a player and the player can benefit by reaching attainable bonuses. These findings therefore provide contributions to the practicing managers and coaches of NHL teams who can consider the results to help shape their approach to management of players and the planning of teams and succession planning for talent. Originality/value – The paper presents a comprehensive and current perspective of the principal–agent problem in NHL and extends the work of Purcell (2009) and Gannon (2009) in understanding player performance enhancement

BLOCK SCHEDULING FOR THE 21ST CENTURY HIGH SCHOOL: A CHANGE LEADERSHIP PLAN

The needs of 21st Century learners require an overhaul in the way classroom instruction is organized and delivered. This Change Plan outlines how and why high schools may consider modifying the bell schedule to support needed change. The current high school structure was developed at the turn of the 20th Century, over 100 years ago, when the world was much smaller, and the vast majority of students did not go on to college or need advanced coursework to enter and compete in the workforce. Yet, this late 19th century concept is still the basic organizing structure of our modern day high school that must meet the needs of a much more diverse group of students requiring very different skill sets (DiMartino and Clarke, 2008, p. 7). This Change Plan is about whether and to what extent the traditional 8-period, 50-minute school day effectively meets the needs of 21st century schools as compared to a block or modified block schedule. Three schools are featured in this Change Plan. One traditionally scheduled school (District A), one A/B modified block school (District B) and one 4x4 block schedule school (District C). The results clearly demonstrate dissatisfaction by the teachers and students in the traditionally scheduled school because they feel overwhelmed, disconnected with one another, and unable to dive deeply into needed content and skills. However, teachers in the 4x4 block schedule expressed equal frustration because they feel the schedule is more limiting, not less. The only schedule of the three which seems to hold some promise is the A/B modified block schedule which blends a traditional and block approach. Whatever the final solution, District A needs to study what schedule will best allow their 21st century students to apply needed skills and demonstrate mastery over them

MEASURING THE EFFECTIVENESS OF A TWO-PERIOD ALGEBRA CLASS: A PROGRAM EVALUATION

This paper details a program evaluation of a two-period freshman Algebra course in a two-high school district. The study examines the degree to which the two-period course is an effective intervention for freshman math students as compared to the one-period freshman Algebra course by reviewing student assessment data, student growth indicators, and course enrollment data. In addition to quantitative data, student, teacher, and administrator perceptions of the course inform the investigation into the two-period remedial math class. The paper concludes that the two-period math program is not having the desired impact and should be reconfigured or reconsidered altogether

GOING 1:1- WRITING POLICY TO SUPPORT THE 21ST CENTURY STUDENT: A POLICY ADVOCACY DOCUMENT

In an effort to prepare its graduates with the 21st century skills of problem solving, collaboration, technology savvy, creativity, and information literacy and to close the learning gaps between students who have access to technology and those who don’t, this study proposes that District 123 create a policy to support a 1:1 Chromebook initiative. Using Browder’s needs analysis model, the impact of a 1:1 program is analyzed through the educational, social, political, economic and moral frames (Browder, 1995). It is determined that a 1:1 program can transform teaching and learning by giving equal access to technology, by incorporating student-driven and inquiry-based lessons that challenge students to meaningfully utilize resources outside the classroom walls and contribute their voice to the digital sphere. This transition requires significant human and financial capital, as well as careful planning, professional development, curricular and classroom modifications and thoughtful assessment mechanisms. A proposed budget and an assessment plan is included in the study

Abe Fortas: A Biography

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