Impact of the Teacher Advancement Program on Student Test Score Gains: Findings from an Independent Appraisal. Working Paper 2008-19 Paper prepared for "Performance Incentives: Their Growing Impact on American K-12 Education" (Nashville, TN, Feb 28-29, 2008).

Autor/inn/en	Springer, Matthew G.; Ballou, Dale; Peng, Art
Institution	Vanderbilt University, National Center on Performance Incentives
Titel	Impact of the Teacher Advancement Program on Student Test Score Gains: Findings from an Independent Appraisal. Working Paper 2008-19 Paper prepared for "Performance Incentives: Their Growing Impact on American K-12 Education" (Nashville, TN, Feb 28-29, 2008).
Quelle	(2008), (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Promotion; Teacher Effectiveness; Policy Analysis; Program Effectiveness; Least Squares Statistics; Scores; Educational Change; Models; Elementary Secondary Education; Instructional Effectiveness; Academic Achievement; Mathematics Achievement; Comparative Analysis; Teaching (Occupation); Merit Pay; Faculty Development; Incentives + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Politikfeldanalyse; Bildungsreform; Analogiemodell; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching; Lehrberuf; Leistungszulage; Anreiz
Abstract	This article presents findings from the first independent, third-party appraisal on the impact of the Teacher Advancement Program (TAP) on student test score gains in mathematics. TAP is a comprehensive school reform model designed to attract highly-effective teachers, improve instructional effectiveness, and elevate student achievement. We use a panel data set to estimate a TAP treatment effect by comparing student test score gains in mathematics in schools that participated in TAP with student test score gains in non-TAP schools. Ordinary least squares estimation reveals a positive TAP treatment effect on student test score gains in elementary grades, with weaker but still positive point estimates in the secondary grades. When estimation methods control for selection bias, the positive effect remains at the elementary level, but most estimates for grades 6 through 10 turn negative. Our findings are qualified by the lack of information on the fidelity of implementation across TAP schools and on variation in features of TAP programs at the school level. A table of ordinary least squares models with "pre-tap" indicator is appended. (Contains 9 tables.) [An earlier version of this paper was presented at the 28th Annual Association for Public Policy Analysis and Management Research Conference and at a research seminar at the Federal Reserve Bank of New York in December 2007.] (As Provided).
Anmerkungen	National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail: ncpi@vanderbilt.edu; Web site: http://www.performanceincentives.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10