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ERIC Number: ED578857
Record Type: Non-Journal
Publication Date: 2017-Dec
Pages: 350
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Evaluation of the Teacher Incentive Fund: Final Report on Implementation and Impacts of Pay-for-Performance across Four Years. NCEE 2018-4004
Chiang, Hanley; Speroni, Cecilia; Herrmann, Mariesa; Hallgren, Kristin; Burkander, Paul; Wellington, Alison
National Center for Education Evaluation and Regional Assistance
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. The report provides implementation and impact information after four school years. Implementation was similar across the four years, with most districts implementing at least three of the four required components for teachers. In a subset of 10 districts participating in the random assignment study, educators' understanding of performance measures improved over time. However, many teachers were unaware that they were eligible for a bonus, and their understanding did not improve after the second year of implementation. Teachers also underestimated the maximum amount they could earn. The pay-for-performance bonus policy had small, positive impacts on students' reading and math achievement. Contains appendices. [For the Executive Summary, see ED578856.]
National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Evaluation and Regional Assistance (ED)
IES Funded: Yes
Grant or Contract Numbers: EDIES14C0115