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ERIC Number: ED518026
Record Type: Non-Journal
Publication Date: 2011-Apr
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
WWC Quick Review of the Report "Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching"
What Works Clearinghouse
The study examined whether offering financial incentives to teachers of fifth- through eighth-grade math students improved their students' achievement on the math section of the Tennessee Comprehensive Assessment Program. The study took place in the Metropolitan Nashville Public School District during the 2006-07 through 2008-09 school years. It analyzed data on about 24,000 students of 300 teachers who volunteered to participate in the study and received a stipend for doing so. Overall, the study found that students with math teachers who were offered the financial incentives exhibited math achievement growth that was no better or worse than students with teachers who were not offered the financial incentives. The What Works Clearinghouse (WWC) does not consider these results to be conclusive because the groups of students compared may have differed before the intervention. The research described in this report does not meet WWC evidence standards. (Contains 2 footnotes.) [The following study is the focus of this "Quick Review": Springer, M. G., Ballou, D., Hamilton, L., Le, V., Lockwood, J. R., McCaffrey, D., Pepper, M., & Stecher, B. (2010). "Teacher pay for performance: Experimental evidence from the Project on Incentives in Teaching." Nashville, TN: National Center on Performance Incentives at Vanderbilt University (ED513347).]
What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 5; Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: What Works Clearinghouse (ED)
Identifiers - Location: Tennessee
IES Funded: Yes