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ERIC Number: ED513347
Record Type: Non-Journal
Publication Date: 2010-Sep-21
Pages: 86
Abstractor: ERIC
Reference Count: N/A
Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching
Springer, Matthew G.; Hamilton, Laura; McCaffrey, Daniel F.; Ballou, Dale; Le, Vi-Nhuan; Pepper, Matthew; Lockwood, J. R.; Stecher, Brian M.
National Center on Performance Incentives
In an effort to explore the impact of performance incentives in education, the National Center on Performance Incentives (NCPI) partnered with the Metropolitan Nashville Public Schools (MNPS) to conduct the Project on Incentives in Teaching, or POINT. The study examines the effects on student outcomes of paying eligible teachers bonuses of up to $15,000 per year on the basis of student test-score gains on the Tennessee Comprehensive Assessment Program (TCAP). More specifically, the analysis is designed to address several impact areas, including student achievement, teacher behavior, organizational dynamics, unintended consequences, and cost effectiveness. This report contains a description of the project and a summary of the principal effects of the incentives on student achievement. Appended are: (1) Were POINT Performance Targets Unrealistic for Most Teachers?; (2) Grade-Level Comparisons of Treatment and Control Groups; and (3) Estimates of Treatment Effects on Student Achievement in Reading, Science, and Social Studies. (Contains 17 tables, 10 figures and 37 footnotes.)
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: Numerical/Quantitative Data
Education Level: Elementary Education; Elementary Secondary Education; Grade 5; Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Vanderbilt University, National Center on Performance Incentives
Identifiers - Location: Tennessee
IES Funded: Yes
Grant or Contract Numbers: R305A060034
IES Cited: ED544269