The study reviewed in this paper examined the effects of offering a school-wide teacher performance bonus program on students' reading and mathematics achievement. The study sample included 309 high-poverty New York City public schools serving students in grades K-8 from 2007-08 to 2008-09. Of these schools, 181 were randomly chosen to be offered the opportunity to participate in the performance bonus program. The comparison group consisted of 128 schools that did not receive the chance to participate. The study estimated the effects of the bonus program by comparing outcomes from the intervention group schools--even if they ultimately declined to participate in the bonus program--with the outcomes from the comparison group. The study found that the offer of a school-wide teacher performance bonus program did not have a statistically significant effect on students' reading achievement in either 2007-08 or 2008-09 or on mathematics achievement in 2007-08. For 2008-09, study authors reported a very small, but statistically significant, negative effect of the bonus program on mathematics achievement. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is included. (Contains 2 endnotes.) [The following study is the focus of this review: "Teacher Incentive Pay and Educational Outcomes: Evidence from the NYC Bonus Program. Program on Education Policy and Governance Working Papers Series. PEPG 10-07" (ED513540).]