District Awards for Teacher Excellence (D.A.T.E.) Program: Final Evaluation Report. Policy Evaluation Report

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Springer, Matthew G.; Lewis, Jessica L.; Ehlert, Mark W.; Podgursky, Michael J.; Crader, Gary D.; Taylor, Lori L.; Gronberg, Timothy J.; Jansen, Dennis W.; Lopez, Omar S.; Stuit, David A.
Institution	Vanderbilt University, National Center on Performance Incentives
Titel	District Awards for Teacher Excellence (D.A.T.E.) Program: Final Evaluation Report. Policy Evaluation Report
Quelle	(2010), (476 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Program Design; Awards; Program Evaluation; Incentives; Teacher Persistence; Achievement Gains; Administrator Attitudes; Program Effectiveness; Faculty Mobility; Grants; Teacher Effectiveness; School Districts; Teacher Salaries; Teacher Attitudes; Comparative Analysis; Decision Making; Academic Achievement; Teaching Methods; Texas + Suchen Sie Ihr Suchwort? Programme design; Programmaufbau; Programmplanung; Award; Auszeichnung; Programme evaluation; Programmevaluation; Anreiz; Achievement gain; Leistungssteigerung; Grant; Finanzielle Beihilfe; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School district; Schulbezirk; Lehrerbesoldung; Lehrervergütung; Lehrerverhalten; Decision-making; Entscheidungsfindung; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	District Awards for Teacher Excellence (D.A.T.E.) is a state-funded program in Texas that provides grants to districts for the implementation of locally-designed incentive pay plans. All districts in the state are eligible to receive grants, but participation is voluntary. D.A.T.E. incentive pay plans were first implemented in Texas districts during the 2008-09 school year, and the program is currently in its third year of operation during 2010-11 with approximately $197 million in annual state funding. This report presents findings from the final D.A.T.E. program evaluation, which describes the experiences and outcomes for Cycle 1 districts participating in the first two years of the program. Findings focus on the decisions made by districts whether or not to participate in the program, the local design preferences of D.A.T.E. incentive pay plans, and the program's influence on teachers and students (i.e., student achievement gains, teacher turnover, and educator attitudes and practice). An overview of key evaluation findings presented in this final evaluation report follows. First, information regarding actual dissemination of incentive awards to teachers is presented. This is followed by key findings from analysis of the program's impact on students and teachers. Finally, background information on program participation decisions and implementation experiences, the design of D.A.T.E. incentive pay plans, and educator and administrator attitudes about D.A.T.E. incentive plans is presented. Appendices include: (1) Comparison of D.A.T.E. and Non-D.A.T.E. Districts; (2) Technical Appendix for Chapter 3 on D.A.T.E. District Participation Decisions and Experiences; (3) Technical Appendix for Chapter 5 on D.A.T.E. Incentive Award Distribution for Teachers; (4) Technical Appendix for Chapter 6 on D.A.T.E. Participation and Student Performance; (5) Technical Appendix for Chapter 7 on Analysis of D.A.T.E. Design Features in High and Low Performing Schools; (6) Technical Appendix for Chapter 8 on the Relationship between D.A.T.E. and Teacher Turnover; and (7) Technical Appendix for Chapter 9 on Educator Attitudes, Beliefs and Instructional Practices. (Contains 44 tables, 44 figures and 63 footnotes.) (ERIC).
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