Do Teacher Financial Awards Improve Teacher Retention and Student Achievement in an Urban Disadvantaged School District?

Autor/inn/en	Shifrer, Dara; Turley, Ruth López; Heard, Holly
Titel	Do Teacher Financial Awards Improve Teacher Retention and Student Achievement in an Urban Disadvantaged School District?
Quelle	In: American Educational Research Journal, 54 (2017) 6, S.1117-1153 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831217716540
Schlagwörter	Academic Achievement; Regression (Statistics); Disadvantaged; Incentives; Teacher Motivation; Scores; Achievement Tests; Teacher Persistence; Faculty Mobility; School Districts; Achievement Gap; Achievement Gains; Value Added Models; Mathematics Tests; Reading Tests; Elementary School Students; Middle School Students; Teacher Salaries; Rewards; Statistical Analysis + Suchen Sie Ihr Suchwort? Schulleistung; Regression; Regressionsanalyse; Anreiz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School district; Schulbezirk; Achievement gain; Leistungssteigerung; Lesetest; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrerbesoldung; Lehrervergütung; Reward; Belohnung; Statistische Analyse
Abstract	Teacher performance pay programs are theorized to improve student achievement by incentivizing teachers, but opponents counter that teachers are not motivated by money. We used regression discontinuity techniques and data on a census of the students, teachers, and schools in a large urban minority-majority school district to show receipt of a financial award did not consistently relate to higher mean student test score gains or teachers' likelihood of retention. This study contributes to the literature by focusing on the effects of award receipt rather than award eligibility, differentiating by award amount, and using data from a large district serving predominantly disadvantaged students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01