Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance after One Year. Executive Summary. NCEE 2014-4020

Autor/inn/en	Max, Jeffrey; Constantine, Jill; Wellington, Alison; Hallgren, Kristin; Glazerman, Steven; Chiang, Hanley; Speroni, Cecilia
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance after One Year. Executive Summary. NCEE 2014-4020
Quelle	(2014), (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Merit Pay; Incentives; Grants; Federal Aid; Federal Programs; Compensation (Remuneration); Program Implementation; Program Effectiveness; Teacher Attitudes; Administrator Attitudes; Program Attitudes; Job Satisfaction; Elementary Schools; Middle Schools; Principals; Elementary School Teachers; Middle School Teachers; Academic Achievement; Elementary School Students; Middle School Students; School Districts; Teacher Effectiveness; Administrator Effectiveness; Recruitment; Faculty Mobility + Suchen Sie Ihr Suchwort? Leistungszulage; Anreiz; Grant; Finanzielle Beihilfe; Abfindung; Kompensation; Lohnausgleich; Lehrerverhalten; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Principal; Schulleiter; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Middle schools; Schulleistung; Student; Students; Schüler; Schülerin; School district; Schulbezirk; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Recruiting; Rekrutierung
Abstract	The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system that included four required components. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This executive summary provides highlights from the first of four planned reports providing implementation information prior to educators receiving annual performance measure information or payouts. Fewer than half of all 2010 TIF districts reported implementing all four required program components, although 85 percent reported implementing at least three of the four. In a subset of 10 districts who participated in the random assignment study, educators' reporting of the program indicated most misunderstood the performance measures and the amount of pay-for-performance bonus that they were eligible for. Most educators were satisfied with their professional opportunities, school environment, and the TIF program. Educators in those schools that offered the pay-for-performance aspect of TIF tended to be less satisfied than those in schools that did not offer such bonuses. However, educators in schools offering pay-for-performance bonuses were more satisfied with the opportunity to earn additional pay, and a greater percentage indicated feeling increased pressure to perform due to the TIF program. [For the full report, see ED546820.] (As Provided).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10