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ERIC Number: ED510731
Record Type: Non-Journal
Publication Date: 2008-Jul
Pages: 3
Abstractor: As Provided
Reference Count: N/A
The Effect of Performance Pay in Little Rock, Arkansas on Student Achievement. Research Brief
Winters, Marcus; Greene, Jay; Ritter, Gary; Marsh, Ryan
National Center on Performance Incentives
This paper examines evidence from a performance-pay program implemented in five Little Rock, Arkansas elementary schools between 2004 and 2007. Using a differences-in-differences approach, the evidence shows that students whose teachers were eligible for performance pay made substantially larger test score gains in math, reading, and language than students taught by untreated teachers. Further, there is a negative relationship between the average performance of a teacher's students the year before treatment began and the additional gains made after treatment. That is, performance-pay in Little Rock appears to have improved student achievement and to have done so more for students of teachers who were previously less effective at producing learning gains. [This research brief describes work published by the National Center on Performance Incentives in "The Effect of Performance Pay in Little Rock, Arkansas on Student Achievement," by Marcus Winters, Jay P. Greene, Gary Ritter, and Ryan Marsh, Working Paper 2008-02.]
National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Vanderbilt University, National Center on Performance Incentives
Identifiers - Location: Arkansas
IES Funded: Yes
Grant or Contract Numbers: R305A060034
IES Cited: ED544205