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ERIC Number: ED558095
Record Type: Non-Journal
Publication Date: 2015-Mar-20
Pages: 48
Abstractor: As Provided
Reference Count: 59
Do Bonuses Affect Teacher Staffing and Student Achievement in High-Poverty Schools? Evidence from an Incentive for National Board Certified Teachers in Washington State
Cowan, James; Goldhaber, Dan
Center for Education Data & Research
We study a teacher incentive policy in Washington State that awards a financial bonus to National Board Certified Teachers who teach in high-poverty schools. We study the effects of the policy on student achievement and teacher staffing using a regression discontinuity design that exploits the fact that eligibility for the bonus is based on the percentage of a school's population that is eligible for free- or reduced-price lunches. We find that the bonus policy increased the proportion of National Board Certified Teachers in bonus-eligible schools, through increases in both the number of existing NBCTs hired and the probability that teachers at these schools apply for certification. However, we do not find evidence that the bonus resulted in detectable effects on student test achievement.
Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research; Bill and Melinda Gates Foundation
Authoring Institution: Center for Education Data & Research (CEDR)
Identifiers - Location: Washington
IES Funded: Yes
Grant or Contract Numbers: R305A060018