The study reviewed in this document examined whether offering schoolwide performance bonuses to teachers had an effect on student achievement or teacher retention in New York City public schools. Researchers analyzed data on students and teachers from 396 high-need public elementary, middle, and high schools from 2007-08 through 2009-10. Of these schools, 233 were randomly assigned to the intervention group and 163 to the comparison group. The study estimated the effects of the bonus program by comparing the outcomes in schools that were offered participation in the program--even if they ultimately declined to participate--with the outcomes in schools that were not offered the opportunity to participate. The primary research question for this study is "what is the impact of the performance bonus program on student achievement and teacher retention?" Because some of the schools that were eligible to participate in the bonus program did not ultimately participate, the study estimated both an "intent-to-treat" (ITT) estimate of the effect of being eligible to participate in the program, as well as a "treatment on the treated" estimate of the effect of participating in the bonus program. This review focuses on the ITT estimates. Study authors reported that the bonus program had statistically significant negative impacts on middle school achievement in math (author-reported effect size of -0.05) and English language arts (effect size of -0.03). In addition, the authors reported a statistically significant difference of -4.4 percentage points in high school graduation rates, reflecting lower graduation rates among students in intervention schools. The study found that the teacher performance bonus program had no statistically significant impacts on elementary school achievement or teacher retention. The study found that the teacher performance bonus program had no statistically significant impacts on elementary school achievement or teacher retention. This study, which meets WWC evidence standards without reservation, is a well-executed randomized controlled trial. [The following study is the focus of this "Single Study Review": Fryer, R. G. (2011). "Teacher incentives and student achievement: Evidence from New York City Public Schools" (NBER Working Paper No. 16850). Cambridge, MA: National Bureau of Economic Research.] The following are appended: (1) Study details; (2) Outcome measures for each domain; and (3) Study findings for each domain. A glossary of terms is included. (Contains 2 endnotes.)