NotesFAQContact Us
Search Tips
ERIC Number: EJ887549
Record Type: Journal
Publication Date: 2010-Jun-9
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0277-4232
Merit-Pay Model Pushed by Duncan Shows No Achievement Edge
Sawchuk, Stephen
Education Week, v29 n33 p1, 21 Jun 2010
The author reports the results of a study on the effectiveness of the Teacher Advancement Program in Chicago that contains performance-pay model pushed by the U.S. secretary of education Arne Duncan. The study by Mathematica Policy Research finds that student test scores were no better for schools following the national Teacher Advancement Program in Chicago. The analysis concludes that preliminary results from schools taking part in the program containing performance-based compensation for teachers show no evidence that the program has boosted student achievement on math and reading tests, compared with a group of similar, nonparticipating schools. The findings are notable not just for being at odds with other studies of the Teacher Advancement Program model, but also for the Chicago experiment's unique background: During his tenure as chief executive officer of the district, Arne Duncan oversaw the development of the initiative. The study also found that the Chicago TAP, a local version of the national program, did not improve the rates of teacher retention in participating schools or in the district. However, the new study offers few overt clues to explain its less-positive findings, and officials from both the district and from the U.S. Department of Education say it is premature to make a final judgment about the program's impact.
Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois