Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Two Years. Executive Summary. NCEE 2015-4021

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. Executive Summary. NCEE 2015-4021
Quelle	(2015), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	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	Recent efforts to attract and retain effective educators and to improve teaching practices have focused on reforming evaluation and compensation systems for teachers and principals. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in high-need schools. This executive summary describes a study that focuses on performance-based compensation systems that were established under TIF grants awarded in 2010. It examines grantees' programs and implementation experiences and the impacts of pay-for-performance bonuses on educator effectiveness and student achievement. The full report, the second from the study, describes the programs and implementation experiences of all 2010 TIF grantees in the 2012-2013 school year, the second of four years of implementation for nearly all grantees. The report also provides detailed findings from a subset of 2010 TIF grantees, the evaluation districts, that participated in a random assignment study of the pay-for-performance component of TIF. For the ten evaluation districts that completed two years of TIF implementation, the report provides an in-depth analysis of TIF implementation and the impacts of pay-for-performance bonuses on educator and student outcomes after the first (2011-2012) and second (2012-2013) years. [For the full report, see ED559723.] (ERIC).
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