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ERIC Number: ED567121
Record Type: Non-Journal
Publication Date: 2016
Reference Count: 4
Teacher Performance Pay Signals and Student Achievement: Are Signals Accurate, and How well Do They Work?
Manzeske, David; Garland, Marshall; Williams, Ryan; West, Benjamin; Kistner, Alexandra Manzella; Rapaport, Amie
Society for Research on Educational Effectiveness
High-performing teachers tend to seek out positions at more affluent or academically challenging schools, which tend to hire more experienced, effective educators. Consequently, low-income and minority students are more likely to attend schools with less experienced and less effective educators (see, for example, DeMonte & Hanna, 2014; Office for Civil Rights, 2014). This trend is problematic as a result of the established link between educator quality and student achievement. In 2006, Congress established the Teacher Incentive Fund (TIF) to authorize ED to issue competitive grants to school districts and other education agencies. Goals of the TIF program include implementing performance-based compensation systems in high-need schools, increasing the number of effective teachers who are teaching disadvantaged students, and improving student achievement. In partnership with a TIF grantee and 12 school districts, the purpose of this multiyear study is to examine local grant implementation and to investigate summative questions such as the following: (1) What percentage of teachers receives performance-based bonuses based on observations of classroom practice and value-added measures of student growth; (2) How do bonuses differ according to the performance levels of each performance measure (i.e., classroom practice, value-added score); (3) How equitably are bonuses distributed to teachers within each performance measure, as well as between the two performance measures (i.e., classroom practice, value-added score); (4) How do teacher retention rates differ according to the performance levels of each performance measure (i.e., classroom practice, value-added score); and (5) What is the impact of TIF program initiatives on student achievement? The study takes place in schools serving students in Grades K-12 within a southern state. The schools had among the highest levels of student poverty and the lowest levels of student performance in their respective school districts. Tables and figures are appended.
Descriptors: Merit Pay, Teacher Effectiveness, Academic Achievement, Accuracy, Teaching Experience, Incentives, Equal Education, Grants, Federal Aid, Compensation (Remuneration), Program Implementation, Teacher Evaluation, Performance Based Assessment, Teacher Persistence, Value Added Models, Elementary Secondary Education, Educational Practices, Scores, Teacher Salaries, Statistical Inference, Probability, Regression (Statistics)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: email@example.com; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: Society for Research on Educational Effectiveness (SREE)