ERIC Number: EJ759285
Record Type: Journal
Publication Date: 2004
Reference Count: N/A
Does Merit Pay Reward Good Teachers? Evidence from a Randomized Experiment
Dee, Thomas S.; Keys, Benjamin J.
Journal of Policy Analysis and Management, v23 n3 p471-488 Sum 2004
A common criticism of merit-pay plans is that they fail to systematically target rewards to the most effective teachers. This study presents new evidence on this issue by evaluating data from Tennessee's Career Ladder Evaluation System and the Project STAR class-size experiment. Because the students and teachers participating in the experiment were randomly assigned, inferences about the relative quality of teachers certified by the career ladder should be unbiased. The results indicate that Tennessee's career ladder had mixed success in rewarding teachers who increased student achievement. Assignment to career-ladder teachers increased mathematics scores by roughly 3 percentile points but generally had smaller and statistically insignificant effects on reading scores.
Descriptors: Teacher Effectiveness, Rewards, Occupational Mobility, Inferences, Merit Pay, Class Size, Academic Achievement
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: firstname.lastname@example.org; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee