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ERIC Number: EJ900618
Record Type: Journal
Publication Date: 2010-Sep-29
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0277-4232
Study Casts Cold Water on Bonus Pay
Sawchuk, Stephen
Education Week, v30 n5 p1, 12-13 Sep 2010
The most rigorous experimental study of performance-based teacher compensation ever conducted in the United States shows that a nationally watched bonus-pay system had no overall impact on student achievement--results that are certain to set off a firestorm of debate. The study, known as POINT for the Project on Incentives in Teaching, was a three-year randomized experiment conducted by researchers affiliated with the National Center on Performance Incentives. It was designed to study the hypothesis that a large monetary incentive would cause teachers to seek ways to be more effective and boost student scores as a result. But it yielded only two small positive findings, limited to 5th graders in the second and third years of experiment. No effects were seen for students in grades 6-8 in any year of study. At the same time, however, participating teachers did not report finding the pay program's goals for students out of reach or its impact on school culture damaging, two concerns that have been among those voiced by opponents of performance pay.
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 - Descriptive
Education Level: Grade 5; Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee