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ERIC Number: ED544269
Record Type: Non-Journal
Publication Date: 2013-Nov
Pages: 243
Abstractor: ERIC
Reference Count: 38
ISBN: N/A
ISSN: ISSN-
Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment. NCEE 2014-4004
Glazerman, Steven; Protik, Ali; Teh, Bing-ru; Bruch, Julie; Max, Jeffrey
National Center for Education Evaluation and Regional Assistance
One way to improve struggling schools' access to effective teachers is to use selective transfer incentives. Such incentives offer bonuses for the highest-performing teachers to move into schools serving the most disadvantaged students. In this report, we provide evidence from a randomized experiment that tested whether such a policy intervention can improve student test scores and other outcomes in low-achieving schools. The intervention, known to participants as the Talent Transfer Initiative (TTI), was implemented in 10 school districts in seven states. The highest-performing teachers in each district--those who ranked in roughly the top 20 percent within their subject and grade span in terms of raising student achievement year after year (an approach known as value added)--were identified. These teachers were offered $20,000, paid in installments over a two-year period, if they transferred into and remained in designated schools that had low average test scores. The main findings from the study include: (1) The transfer incentive successfully attracted high value-added teachers to fill targeted vacancies; (2) The transfer incentive had a positive impact on test scores (math and reading) in targeted elementary classrooms; and (3) The transfer incentive had a positive impact on teacher-retention rates during the payout period; retention of the high-performing teachers who transferred was similar to their counterparts in the fall immediately after the last payout. Seven appendixes are included: (1) Supplemental Materials for Chapters I and II; (2) Value-Added Analysis to Identify Highest-Performing Teachers; (3) Supplemental Materials for Chapter III; (4) Identification of Focal Teachers; (5) Supplemental Materials for Chapter IV; (6) Supplemental Materials for Chapter V; and (7) Supplemental Materials for Chapter VI. (Contains 114 footnotes, 61 figures, and 92 tables.) [For the executive summary, see ED544268.]
National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Elementary Education; Middle Schools; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Evaluation and Regional Assistance (ED)
IES Funded: Yes
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
IES Cited: ED559916