Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Two Years. NCEE 2015-4020

Autor/inn/en	Chiang, Hanley; Wellington, Alison; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Glazerman, Steven; Constantine, Jill
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Two Years. NCEE 2015-4020
Quelle	(2015), (262 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Merit Pay; Incentives; Grants; Teacher Salaries; Principals; Program Implementation; Teacher Attitudes; Teacher Behavior; Administrator Attitudes; Administrator Behavior; Teacher Effectiveness; Administrator Effectiveness; Academic Achievement; Elementary Schools; Middle Schools + Suchen Sie Ihr Suchwort? Leistungszulage; Anreiz; Grant; Finanzielle Beihilfe; Lehrerbesoldung; Lehrervergütung; Principal; Schulleiter; Lehrerverhalten; Teacher behaviour; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule
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. 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 second report provides implementation and impact information. Ninety percent of all TIF districts in 2012-2013 reported implementing at least 3 of the 4 required components for teachers, and only about one-half (52 percent) reported implementing all four. This was a slight improvement from the first year of implementation. In a subset of 10 districts participating in the random assignment study, educators' understanding of key program components improved during the second year, but many teachers still did not understand that they were eligible for a bonus. The pay-for-performance bonus policy had small, positive impacts on students' reading achievement; impacts on students' math achievement were not statistically significant but similar in magnitude. Appended are: (1) Supplemental Information on Study Sample Design, Data, and Methods for Chapter II; (2) Supplemental Information on Analytic Methods for Chapter II; (3) Supplemental Findings on Programs and Experiences of All TIF Districts For Chapter III; (4) Supplemental Findings of TIF Implementation in Evaluation Districts for Chapter IV; (5) Supplemental Findings on Impacts Of Pay-For-Performance on Educators' Attitudes and Behaviors For Chapter V; (6) Supplemental Findings in Impacts of Pay-For-Performance on Educator Effectiveness and Student Achievement for Chapter VI; and (7) Supplemental Findings on Relationships between TIF Program Characteristics and the impacts of Pay-For Performance for Chapter VI. (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	2020/1/01