全球智库信息集成服务系统(G2TT): Implementation and Impacts of Pay-for-Performance: The 2010 Teacher Incentive Fund (TIF) Grantees After Two Years (Snapshot)

G2TT

来源类型	Publication
来源ID	NCEE Study Snapshot
	Implementation and Impacts of Pay-for-Performance: The 2010 Teacher Incentive Fund (TIF) Grantees After Two Years (Snapshot)
	Hanley Chiang; Alison Wellington; Kristin Hallgren; Cecilia Speroni; Mariesa Herrmann; Steven Glazerman; and Jill Constantine
发表日期	2015-09-24
出版者	Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
出版年	2015
语种	英语
概述	As part of Mathematica’s seven-year evaluation of the Teacher Incentive Fund (TIF) program, this is the first report to describe the effects of performance-based bonuses within the TIF program. Researchers found that TIF schools’ student achievement on standardized tests in reading was higher by 1 percentile point—the equivalent of about three weeks of additional learning—for schools that offered pay-for-performance bonuses, compared with ones that did not. The study also showed similarly positive, but not statistically significant, improvements in math.",
摘要	Key Findings: Most teachers (over 60%) received a bonus, suggesting that bonuses were not challenging to earn. Although the average bonus was about $1,800, the highest performing teachers received much larger bonuses, more than 3 times the average bonus. Educators’ understanding of the program improved, but challenges remain. In the program’s second year, more teachers understood their eligibility for bonuses and how they were being evaluated than in the first year. Yet more than one-third of teachers still did not understand they were eligible for a bonus. And teachers continued to underestimate the potential size of the bonuses, believing that the largest bonuses were only about two-fifths the size of the actual maximum bonuses awarded. After two years of implementation in 10 TIF districts, offering pay-for-performance bonuses increased student reading achievement by 1 percentile point–a small gain of about three additional weeks of learning. The impact on math achievement was similar in magnitude but not statistically significant. Some aspects of TIF implementation improved between the first and second years while other aspects continued to be challenging. The average bonus awarded to teachers was about 4% of average salary, less than the 5% recommended by TIF grant guidance for substantial bonuses. In the second year, substantially higher percentages of educators understood that they were eligible for a bonus, but many teachers in the evaluation districts (38%) were still not aware that they could earn a bonus. Teachers also continued to underestimate the size of the bonus they could earn.
URL	https://www.mathematica.org/our-publications-and-findings/publications/implementation-and-impacts-of-payforperformance-the-2010-teacher-incentive-fund-tif-grantees-after
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/488264
推荐引用方式 GB/T 7714	Hanley Chiang,Alison Wellington,Kristin Hallgren,et al. Implementation and Impacts of Pay-for-Performance: The 2010 Teacher Incentive Fund (TIF) Grantees After Two Years (Snapshot). 2015.

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
tif_second_rpt_snaps（294KB）	智库出版物		限制开放	CC BY-NC-SA	浏览