Team Pay for Performance: Experimental Evidence from Round Rock's Project on Incentives in Teaching

Autor/inn/en	McCaffrey, Daniel F.; Pane, John F.; Springer, Matthew G.; Burns, Susan F.; Haas, Ann
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Team Pay for Performance: Experimental Evidence from Round Rock's Project on Incentives in Teaching
Quelle	(2011), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evidence; Private Schools; Middle Schools; Academic Achievement; Program Effectiveness; Teaching Methods; Incentives; Educational Practices; Merit Pay; Achievement Gains; Teamwork; Teacher Attitudes; Core Curriculum; Performance Based Assessment; Teacher Effectiveness; Texas + Suchen Sie Ihr Suchwort? Evidenz; Private school; Privatschule; Middle school; Mittelschule; Mittelstufenschule; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Anreiz; Bildungspraxis; Leistungszulage; Achievement gain; Leistungssteigerung; Lehrerverhalten; Kerncurriculum; Leistungsermittlung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This paper presents the results of a rigorous experiment examining the impact of pay for performance on student achievement and instructional practice. This study, conducted by the National Center on Performance Incentives, examines a pay-for-performance program in Round Rock (Texas) which distributed performance awards to teachers based on a team's contribution to student test score gains. The research questions are: (1) Does the opportunity to earn bonus on the basis of student achievement of taught core subjects of English language arts/reading, mathematics, science, and social studies by the teacher and his or her teammates effect teachers' attitudes about compensation and teaching, and affect their teaching practices; and (2) Does the opportunity to earn bonus on the basis of student achievement of taught core subjects of English language arts/reading, mathematics, science, and social studies by the teacher and his or her teammates affect student achievement. The study was conducted in the nine middle schools in Round Rock Independent School District (ISD) that were in operation in the 2008-09 and 2009-10 school years (a new middle school was opened for the 2010-11 school year). Preliminary results find no overall intervention effect on any of the student achievement outcomes. The effects sizes are typically very small with small standard errors. At the grade level there are some significant effects. However, these are sensitive to the outcome and are currently under ongoing investigation. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10