Teacher Incentives and Student Achievement: Evidence from an Advancement Program

Autor/in	Eren, Ozkan
Titel	Teacher Incentives and Student Achievement: Evidence from an Advancement Program
Quelle	In: Journal of Policy Analysis and Management, 38 (2019) 4, S.867-890 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.22146
Schlagwörter	Incentives; Merit Pay; Teacher Salaries; Academic Achievement; Disadvantaged Schools; Program Effectiveness; Teacher Effectiveness; Louisiana + Suchen Sie Ihr Suchwort? Anreiz; Leistungszulage; Lehrerbesoldung; Lehrervergütung; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This paper examines the effects of a comprehensive performance pay program implemented in high-need schools using administrative data from Louisiana. Exploiting the within-student variation in the timing of implementation, we find a large and significant effect beginning with the second year of the program on math achievement. Similar but generally insignificant point estimates are observed in social studies. As for English Language Arts and science, there are no effects of the program. We provide evidence against changes in the composition of teacher workforce and postadoption student sorting as potential explanations for our results. We then show aggregate findings from a web-survey that teachers may have altered their teaching practices following performance-based compensation. Finally, under certain assumptions, we calculate the net present value of earnings impact to be close to a million dollars per school-year for math. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01