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ERIC Number: EJ913271
Record Type: Journal
Publication Date: 2010-Dec
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0013-127X
Study Throws Cold Water on Bonus Pay
Sawchuk, Steven
Education Digest: Essential Readings Condensed for Quick Review, v76 n4 p8-11 Dec 2010
The author reports on an experimental study of performance-based teacher compensation conducted in the U.S. which shows that a nationally watched bonus-pay system had no overall impact on student achievement. Nearly 300 middle school mathematics teachers in Nashville, Tennessee, voluntarily took part in the Project on Incentives in Teaching, a three-year randomized experiment conducted by researchers affiliated with the National Center on Performance Incentives at Vanderbilt University. 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. It yielded only two small positive findings, limited to 5th graders in the second and third years of the experiment. No effects were seen for students in grades 6-8. At the same time, 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 of opponents of performance pay.
Prakken Publications. 832 Phoenix Drive, P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee; United States