Incentives, Selection, and Teacher Performance: Evidence from IMPACT

Autor/inn/en	Dee, Thomas S.; Wyckoff, James
Titel	Incentives, Selection, and Teacher Performance: Evidence from IMPACT
Quelle	In: Journal of Policy Analysis and Management, 34 (2015) 2, S.267-297 (31 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.21818
Schlagwörter	Public School Teachers; Urban Schools; Teacher Evaluation; Incentives; Teacher Effectiveness; Teacher Persistence; Regression (Statistics); Comparative Analysis; District of Columbia + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teacher appraisal; Lehrerbeurteilung; Anreiz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Regression; Regressionsanalyse
Abstract	Teachers in the United States are compensated largely on the basis of fixed schedules that reward experience and credentials. However, there is a growing interest in whether performance-based incentives based on rigorous teacher evaluations can improve teacher retention and performance. The evidence available to date has been mixed at best. This study presents novel evidence on this topic based on IMPACT, the controversial teacher-evaluation system introduced in the District of Columbia Public Schools by then-Chancellor Michelle Rhee. IMPACT implemented uniquely high-powered incentives linked to multiple measures of teacher performance (i.e., several structured observational measures as well as test performance). We present regression-discontinuity (RD) estimates that compare the retention and performance outcomes among low-performing teachers whose ratings placed them near the threshold that implied a strong dismissal threat. We also compare outcomes among high-performing teachers whose rating placed them near a threshold that implied an unusually large financial incentive. Our RD results indicate that dismissal threats increased the voluntary attrition of low-performing teachers by 11 percentage points (i.e., more than 50 percent) and improved the performance of teachers who remained by 0.27 of a teacher-level standard deviation. We also find evidence that financial incentives further improved the performance of high-performing teachers (effect size = 0.24). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11