Evaluation of the Teacher Incentive Fund: Final Report on Implementation and Impacts of Pay-for-Performance across Four Years. NCEE 2018-4004

Autor/inn/en	Chiang, Hanley; Speroni, Cecilia; Herrmann, Mariesa; Hallgren, Kristin; Burkander, Paul; Wellington, Alison
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	Evaluation of the Teacher Incentive Fund: Final Report on Implementation and Impacts of Pay-for-Performance across Four Years. NCEE 2018-4004
Quelle	(2017), (350 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Teacher Effectiveness; Academic Achievement; Teacher Influence; Merit Pay; Rewards; Grants; Teacher Salaries; School Districts; Program Implementation; Program Evaluation; Teacher Attitudes; Teacher Behavior; Program Effectiveness; Faculty Development; Principals; Evaluation Methods; Eligibility; Administrator Attitudes; Incentives; Student Characteristics; Teacher Characteristics; Surveys; Observation; Mathematics Tests; Achievement Gains; Reading Tests; Scores; Mathematics Achievement; Reading Achievement; Correlation; Elementary Schools; Middle Schools; Randomized Controlled Trials; Experimental Groups; Control Groups + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Leistungszulage; Reward; Belohnung; Grant; Finanzielle Beihilfe; Lehrerbesoldung; Lehrervergütung; School district; Schulbezirk; Programme evaluation; Programmevaluation; Lehrerverhalten; Teacher behaviour; Principal; Schulleiter; Eignung; Anreiz; Survey; Umfrage; Befragung; Beobachtung; Achievement gain; Leistungssteigerung; Lesetest; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Korrelation; 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. The report provides implementation and impact information after four school years. Implementation was similar across the four years, with most districts implementing at least three of the four required components for teachers. In a subset of 10 districts participating in the random assignment study, educators' understanding of performance measures improved over time. However, many teachers were unaware that they were eligible for a bonus, and their understanding did not improve after the second year of implementation. Teachers also underestimated the maximum amount they could earn. The pay-for-performance bonus policy had small, positive impacts on students' reading and math achievement. Contains appendices. [For the Executive Summary, see ED578856.] (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