Effects of a Teacher Incentive Program on 4th Grade State Assessment

Autor/inn/en	Alfaro, Moises; Jones, Don; Holland, Glenda; Mundy, Marie-Anne
Titel	Effects of a Teacher Incentive Program on 4th Grade State Assessment
Quelle	In: Journal of Case Studies in Education, 4 (2012), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6427
Schlagwörter	Grade 4; Incentive Grants; State Policy; Policy Analysis; Teacher Salaries; Merit Pay; Mathematics Achievement; Reading Achievement; Writing Achievement; Educational Improvement; Accountability; Program Effectiveness; Elementary Education; Statistical Analysis; State Standards; Program Length; Achievement Gains; Multivariate Analysis; Texas + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Finanzieller Anreiz; Politikfeldanalyse; Lehrerbesoldung; Lehrervergütung; Leistungszulage; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Teaching improvement; Unterrichtsentwicklung; Verantwortung; Elementarunterricht; Statistische Analyse; Achievement gain; Leistungssteigerung; Multivariate Analyse
Abstract	Recent national and state standards of accountability have focused on increasing student performance and achievement as well as teacher quality. Included in this challenge is the issue of teacher compensation and how it has evolved with the efforts of providing quality instruction in order to improve the performance of students. Texas has developed and implemented innovative pay systems that focus on student achievement through the process of improving teacher quality. Most recently, the 79th Legislature of Texas passed House Bill One which funded the largest investment in teacher incentives with two teacher incentive programs that would provide $320 million annually to eligible school districts and campuses. This study focused on the Texas Educator Excellence Grant (TEEG) program which provided over $100 million annually to Texas' most economically disadvantaged campuses that demonstrated high levels of student achievement as indicated on the state's academic accountability system. Relationships between student academic performance at the 4th grade level and the total number of years of grant implementation within the 3 cycles of TEEG were analyzed, specifically passing percentages on reading, math, writing and all tests taken for students meeting minimum standards. Overall results of this study showed statistically significant differences in passing percentages in the areas of reading, math, and all TAKS [Texas Assessment of Knowledge and Skills] tests. No statistical difference was found in the area of writing TAKS. The year 2008 had the highest positive coefficient in the areas of reading and math, while 2007 had the highest positive coefficient in writing. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01