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Direct linkBallou, Dale; Springer, Matthew G. – Education Finance and Policy, 2017
The No Child Left Behind Act (NCLB) has been criticized for encouraging schools to neglect students whose performance exceeds the proficiency threshold or lies so far below it that there is no reasonable prospect of closing the gap during the current year. We examine this hypothesis using longitudinal data from 2002-03 through 2005-06. Our…
Descriptors: Educational Legislation, Federal Legislation, Accountability, Achievement Gains
Springer, Matthew G.; Ballou, Dale; Peng, Art – Education Finance and Policy, 2014
This article presents findings from the first independent, third-party appraisal of the impact of the Teacher Advancement Program (TAP) on student test score gains in mathematics. TAP is a comprehensive school reform model designed to attract highly effective teachers, improve instructional effectiveness, and elevate student achievement. We use a…
Descriptors: Scores, Mathematics Achievement, Mathematics Tests, Teacher Effectiveness
Download full textBallou, Dale; Springer, Matthew G.; McCaffrey, Daniel F.; Lockwood, J. R.; Stecher, Brian M.; Hamilton, Laura; Pepper, Matthew – Grantee Submission, 2012
The Project on Incentives in Teaching (POINT) was a three-year study testing the hypothesis that rewarding teachers for improved student scores on standardized tests would cause scores to rise. Results, as described in Springer et al. (2010b), did not confirm this hypothesis. In this article we provide additional information on the POINT study…
Descriptors: Teaching (Occupation), Standardized Tests, Scores, Rewards
Ballou, Dale; Springer, Matthew G.; McCaffrey, Daniel F.; Lockwood, J. R.; Stecher, Brian M.; Hamilton, Laura; Pepper, Matthew – Education Finance and Policy, 2012
The Project on Incentives in Teaching (POINT) was a three-year study testing the hypothesis that rewarding teachers for improved student scores on standardized tests would cause scores to rise. Results, as described in Springer et al. (2010b), did not confirm this hypothesis. In this article we provide additional information on the POINT study…
Descriptors: Teaching (Occupation), Standardized Tests, Scores, Rewards
Springer, Matthew G.; Pepper, Matthew J.; Ghosh-Dastidar, Bonnie – Journal of Education Finance, 2014
This study examines the effect of supplemental education services (SES) on student test score gains and whether particular subgroups of students benefit more from NCLB tutoring services. Our sample includes information on students enrolled in third through eighth grades nested in 121 elementary and middle schools over a five-year period comprising…
Descriptors: Supplementary Education, Scores, Achievement Gains, Tutoring
Team Pay for Performance: Experimental Evidence from the Round Rock Pilot Project on Team Incentives
Springer, Matthew G.; Pane, John F.; Le, Vi-Nhuan; McCaffrey, Daniel F.; Burns, Susan Freeman; Hamilton, Laura S.; Stecher, Brian – Educational Evaluation and Policy Analysis, 2012
Education policymakers have shown increased interest in incentive programs for teachers based on the outcomes of their students. This article examines a program in which bonuses were awarded to teams of middle school teachers based on their collective contribution to student test score gains. The study employs a randomized controlled trial to…
Descriptors: Middle School Teachers, Educational Experiments, Merit Pay, Rewards
Springer, Matthew G.; Ballou, Dale; Hamilton, Laura; Le, Vi-Nhuan; Lockwood, J. R.; McCaffrey, Daniel F.; Pepper, Matthew; Stecher, Brian M. – Society for Research on Educational Effectiveness, 2011
This paper presents the results of a rigorous experiment examining the impact of pay for performance on student achievement and instructional practice. This study, conducted by the National Center on Performance Incentives in partnership with the RAND Corporation examines an experimental pay for performance program administered via a randomized…
Descriptors: Evidence, Control Groups, Middle Schools, Academic Achievement
Springer, Matthew G.; Lewis, Jessica L.; Ehlert, Mark W.; Podgursky, Michael J.; Crader, Gary D.; Taylor, Lori L.; Gronberg, Timothy J.; Jansen, Dennis W.; Lopez, Omar S.; Stuit, David A. – National Center on Performance Incentives, 2010
District Awards for Teacher Excellence (D.A.T.E.) is a state-funded program in Texas that provides grants to districts for the implementation of locally-designed incentive pay plans. All districts in the state are eligible to receive grants, but participation is voluntary. D.A.T.E. incentive pay plans were first implemented in Texas districts…
Descriptors: Academic Achievement, Achievement Gains, Incentives, Awards
Springer, Matthew G.; Ballou, Dale; Hamilton, Laura; Le, Vi-Nhuan; Lockwood, J. R.; McCaffrey, Daniel F.; Pepper, Matthew; Stecher, Brian M. – Grantee Submission, 2012
The Project on Incentives in Teaching (POINT) was a three-year study conducted in the Metropolitan Nashville School System from 2006-07 through 2008-09, in which middle school mathematics teachers voluntarily participated in a controlled experiment to assess the effect of financial rewards for teachers whose students showed unusually large gains…
Descriptors: Incentives, Teacher Effectiveness, Metropolitan Areas, School Districts
Springer, Matthew G. – Economics of Education Review, 2008
Previous research on the effect of accountability programs on the distribution of student test score gains is decidedly mixed. This study examines the issue by estimating an educational production function in which test score gains are a function of the incentives schools have to focus instruction on below-proficient students. NCLB's threat of…
Descriptors: Achievement Gains, Scores, Accountability, Federal Legislation
Springer, Matthew G.; Lewis, Jessica L.; Ehlert, Mark W.; Podgursky, Michael J.; Crader, Gary D.; Taylor, Lori L.; Gronberg, Timothy J.; Jansen, Dennis W.; Lopez, Omar S.; Stuit, David A. – National Center on Performance Incentives, 2010
District Awards for Teacher Excellence (D.A.T.E.) is a state-funded program in Texas that provides grants to districts for the implementation of locally-designed incentive pay plans. All districts in the state are eligible to receive grants, but participation is voluntary. D.A.T.E. incentive pay plans were first implemented in Texas districts…
Descriptors: Program Design, Awards, Program Evaluation, Incentives
Springer, Matthew G.; Lewis, Jessica L.; Podgursky, Michael J.; Ehlert, Mark W.; Gronberg, Timothy J.; Hamilton, Laura S.; Jansen, Dennis W.; Stecher, Brian M.; Taylor, Lori L.; Lopez, Omar S.; Peng, Art – National Center on Performance Incentives, 2009
The Texas Educator Excellence Grant (TEEG) program was state-funded and provided annual grants to schools to design and implement performance pay plans during the 2006-07 to 2009-10 school year. This report builds on the previous TEEG evaluation reports, presenting findings from three years of the TEEG program. Overall, the report discusses the…
Descriptors: State Aid, Educational Research, Teacher Effectiveness, Job Performance
Springer, Matthew G.; Pepper, Matthew J.; Ghosh-Dastidar, Bonnie – Urban Institute (NJ1), 2009
This study examines the effect of supplemental educational services (SES) on student test score gains and whether particular subgroups of students benefit more from No Child Left Behind (NCLB) tutoring services. The sample used includes information on students enrolled in 3rd through 8th grades nested in 121 elementary and middle schools over a…
Descriptors: Urban Schools, Middle Schools, Federal Legislation, Academic Achievement
Springer, Matthew G.; Lewis, Jessica L.; Podgursky, Michael J.; Ehlert, Mark W.; Gronberg, Timothy J.; Hamilton, Laura S.; Jansen, Dennis W.; Stecher, Brian M.; Taylor, Lori L.; Lopez, Omar S.; Peng, Art – National Center on Performance Incentives, 2009
The Texas Educator Excellence Grant (TEEG) program was state-funded and provided annual grants to schools to design and implement performance pay plans during the 2006-07 to 2009-10 school year. TEEG was implemented each year (i.e., Cycle) in approximately 1,000 high poverty, high performing Texas public schools. Performance pay for teachers…
Descriptors: Program Effectiveness, Program Design, Teacher Salaries, Achievement Gains
Springer, Matthew G.; Winters, Marcus A. – Manhattan Institute for Policy Research, 2009
Paying teachers varying amounts on the basis of how well their students perform is an idea that has been winning increasing support, both in the United States and abroad, and many school systems have adopted some version of it. Proponents claim that linking teacher pay to student performance is a powerful way to encourage talented and highly…
Descriptors: Teaching (Occupation), Elementary Secondary Education, Academic Achievement, Program Effectiveness
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