ERIC Number: ED507498
Record Type: Non-Journal
Publication Date: 2009-Mar-30
Reference Count: 11
2008 Principal/Vice Principal Survey Results for Evaluation of the Effective Practice Incentive Community (EPIC). Final Report
Chaplin, Duncan; Verghese, Shinu; Chiang, Hanley; Sonnenfeld, Kathy; Sullivan, Margaret; Kennen, Barbara; Knechtel, Virginia; Hall, John; Harris, Dominic
Mathematica Policy Research, Inc.
In 2006 and 2007, the U.S. Department of Education (USDOE) awarded Teacher Incentive Fund (TIF) grants for the development of systems to compensate teachers and principals in part based on increases in student achievement. New Leaders for New Schools (NLNS) received five of these grants and is using them to implement its Effective Practice Incentive Community (EPIC) intervention in Memphis City Schools (MCS), the District of Columbia Public Schools (DCPS), a consortium of charter schools, Denver Public Schools, and Prince Georges County Public Schools. EPIC offers performance-based awards to staff in high-performing elementary, middle, and high schools in return for their agreement to work with NLNS in documenting and sharing effective practices. During the 2007-2008 school year EPIC provided over $3 million in financial awards to more than 1,000 educators in 62 schools nationwide. Mathematica Policy Research, Inc. (MPR) was hired to evaluate the EPIC initiative. MPR's full study includes an evaluation (when possible) of whether the economic performance-based incentives of EPIC improve student achievement, an evaluation of the process for documenting and sharing effective practices, and an analysis of whether principals and teachers in participating districts change their practices after NLNS disseminates information on effective practices. The authors' findings reveal considerable support among school principals for the EPIC incentive program. Clear majorities of principals believe that the incentive component of EPIC will have a number of positive impacts on their schools, including greater teacher effectiveness, increased teacher collaboration, and improved relationships between principals and teachers. The findings suggest that EPIC and other similar incentive programs are likely to receive substantial support among school principals as long as an appropriate balance among multiple determinants of teacher compensation is maintained. Two appendices are included: (1) Selected Survey Results; and (2) Memphis City Schools Principal/Vice Principal Survey Instrument. (Contains 66 tables and 25 footnotes.)
Descriptors: Principals, Assistant Principals, Surveys, Material Development, Teacher Effectiveness, Awards, Incentives, Merit Pay, Best Practices, Academic Achievement, Public Schools, Urban Schools, Charter Schools, Comparative Analysis, Eligibility, Teacher Collaboration, Teacher Administrator Relationship, Program Evaluation
Mathematica Policy Research, Inc. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: firstname.lastname@example.org; Web site: http://www.mathematica-mpr.com
Publication Type: Numerical/Quantitative Data; Reports - Evaluative; Tests/Questionnaires
Education Level: Elementary Secondary Education
Authoring Institution: Mathematica Policy Research, Inc.
Identifiers - Location: District of Columbia; Tennessee