Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching

Autor/inn/en	Springer, Matthew G.; Hamilton, Laura; McCaffrey, Daniel F.; Ballou, Dale; Le, Vi-Nhuan; Pepper, Matthew; Lockwood, J. R.; Stecher, Brian M.
Institution	Vanderbilt University, National Center on Performance Incentives
Titel	Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching
Quelle	(2010), (86 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Control Groups; Teacher Behavior; Academic Achievement; Program Effectiveness; Cost Effectiveness; Teaching Methods; Incentives; Teacher Salaries; Merit Pay; Job Performance; Evidence; Outcomes of Education; Scores; Awards; Teacher Evaluation; Achievement Gains; Social Studies; Reading Achievement; Science Achievement; Comparative Analysis; Teacher Effectiveness; Goal Orientation; Educational Objectives; Elementary School Teachers; Middle School Teachers; Experimental Groups; Tennessee + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Schulleistung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Anreiz; Lehrerbesoldung; Lehrervergütung; Leistungszulage; Work performance; Arbeitsleistung; Evidenz; Lernleistung; Schulerfolg; Award; Auszeichnung; Teacher appraisal; Lehrerbeurteilung; Achievement gain; Leistungssteigerung; Gemeinschaftskunde; Leseleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Zielorientierung; Zielvorstellung; Educational objective; Bildungsziel; Erziehungsziel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	In an effort to explore the impact of performance incentives in education, the National Center on Performance Incentives (NCPI) partnered with the Metropolitan Nashville Public Schools (MNPS) to conduct the Project on Incentives in Teaching, or POINT. The study examines the effects on student outcomes of paying eligible teachers bonuses of up to $15,000 per year on the basis of student test-score gains on the Tennessee Comprehensive Assessment Program (TCAP). More specifically, the analysis is designed to address several impact areas, including student achievement, teacher behavior, organizational dynamics, unintended consequences, and cost effectiveness. This report contains a description of the project and a summary of the principal effects of the incentives on student achievement. Appended are: (1) Were POINT Performance Targets Unrealistic for Most Teachers?; (2) Grade-Level Comparisons of Treatment and Control Groups; and (3) Estimates of Treatment Effects on Student Achievement in Reading, Science, and Social Studies. (Contains 17 tables, 10 figures and 37 footnotes.) (ERIC).
Anmerkungen	National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail: ncpi@vanderbilt.edu; Web site: http://www.performanceincentives.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10