| 来源类型 | Publication |
| An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year One Impact Report | |
| Steven Glazerman; Allison McKie; and Nancy Carey | |
| 发表日期 | 2009-04-27 |
| 出版者 | Washington, DC: Mathematica Policy Research |
| 出版年 | 2009 |
| 语种 | 英语 |
| 概述 | The Teacher Advancement Program (TAP), a whole-school intervention that aims to improve schools by raising teacher quality, provides teachers with opportunities for professional growth, promotion to school leadership roles without leaving the classroom, structured feedback, and performance-based compensation. This report focuses on the Chicago Public Schools, which began implementing TAP in 2007. Early findings from Mathematica’s study, which focused on the district’s K-8 schools, note that teachers in TAP schools reported significantly more mentoring and support than their peers in similar schools. Although TAP led to changes inside schools, these changes did not produce measurable impacts on student test scores through March of the start-up year. In addition, the program had a significant impact on teacher retention. TAP teachers were five percentage points more likely to return to their schools than were non-TAP teachers.", |
| 摘要 | The Teacher Advancement Program (TAP), a whole-school intervention that aims to improve schools by raising teacher quality, provides teachers with opportunities for professional growth, promotion to school leadership roles without leaving the classroom, structured feedback, and performance-based compensation. This report focuses on the Chicago Public Schools, which began implementing TAP in 2007. Early findings from Mathematica’s study, which focused on the district’s K-8 schools, note that teachers in TAP schools reported significantly more mentoring and support than their peers in similar schools. Although TAP led to changes inside schools, these changes did not produce measurable impacts on student test scores through March of the start-up year. In addition, the program had a significant impact on teacher retention. TAP teachers were five percentage points more likely to return to their schools than were non-TAP teachers. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/an-evaluation-of-the-teacher-advancement-program-tap-in-chicago-year-one-impact-report |
| 来源智库 | Mathematica Policy Research (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/486184 |
| 推荐引用方式 GB/T 7714 | Steven Glazerman,Allison McKie,and Nancy Carey. An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year One Impact Report. 2009. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| TAP_rpt.pdf（907KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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