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Eric.ed.gov – A Quasi-Experimental Study on the Utility and Efficacy of Lead4ward in HISD toward Improving Instructional Planning and Student Achievement, 2018-2019. Research Educational Program Report

eric.ed.gov har udgivet: This program evaluation assessed the utility and efficacy of lead4ward toward facilitating meaningful instructional planning, and improving STAAR reading, English language arts, and math performance of students whose teachers participated in lead4ward professional development. A web-based survey on HISD’s HUB yielded responses from 340 educators who had direct exposure to lead4ward. The highest percentages of respondents found that lead4ward was closely aligned to TEKS (87.1). In addition, 79.0% of respondents indicated that they used lead4ward in grade level, developmental planning, and PLCs meetings. Nearly 70.0% of respondents noted that the Field Guides were helpful in planning and implementing lessons well (69.8%). Respondents found that lead4ward resources improved proficiency among students “more than a little” in mathematics, English language arts/reading, science, social studies, teacher induction, and intervention/RTI. Instructional… Continue Reading

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Eric.ed.gov – Cross-Country Evidence on Teacher Performance Pay. Program on Education Policy and Governance Working Papers Series. PEPG 10-11

eric.ed.gov har udgivet: The general-equilibrium effects of performance-related teacher pay include long-term incentive and teacher-sorting mechanisms that usually elude experimental studies but are captured in cross-country comparisons. Combining country-level performance-pay measures with rich PISA-2003 international achievement microdata, this paper estimates student-level international education production functions. The use of teacher salary adjustments for outstanding performance is significantly associated with math, science, and reading achievement across countries. Scores in countries with performance-related pay are about one quarter standard deviations higher. Results avoid bias from within-country selection and are robust to continental fixed effects and to controlling for non-performance-based forms of teacher salary adjustments. (Contains 7 tables, and 1 figure, and 18 footnotes.) Link til kilde

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Eric.ed.gov – Moving Teachers: Implementation of Transfer Incentives in Seven Districts. Executive Summary. NCEE 2012-4052

eric.ed.gov har udgivet: This report describes the implementation and intermediate impacts of an intervention designed to provide incentives for a school district’s highest-performing teachers to work in its lowest-achieving schools. The report is part of a larger study in which random assignment was used to form two equivalent groups of classrooms organized into teacher “teams” that are composed of teachers in the same grade level and subject (math, reading, or both in the case of an elementary school grade). Teams were assigned to either a treatment group that had the chance to participate in the intervention described below and or a control group that did not. Intermediate outcomes, measured for both the treatment and control teams, include the mix of teachers who make up the team, the climate of collaboration… Continue Reading

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Eric.ed.gov – Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment. Executive Summary. NCEE 2014-4004

eric.ed.gov har udgivet: One way to improve struggling schools’ access to effective teachers is to use selective transfer incentives. Such incentives offer bonuses for the highest-performing teachers to move into schools serving the most disadvantaged students. In this report, we provide evidence from a randomized experiment that tested whether such a policy intervention can improve student test scores and other outcomes in low-achieving schools. The intervention, known to participants as the Talent Transfer Initiative (TTI), was implemented in 10 school districts in seven states. The highest-performing teachers in each district–those who ranked in roughly the top 20 percent within their subject and grade span in terms of raising student achievement year after year (an approach known as value added)–were identified. These teachers were offered $20,000, paid in installments over a… Continue Reading

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Eric.ed.gov – Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Three Years. Executive Summary. NCEE 2016-4005

eric.ed.gov har udgivet: Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of teaching experience and degree attainment, do not reward effective teaching or provide incentives for the most effective teachers to teach in high-need schools. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in high-need schools. This study focuses on performance-based compensation systems that were established under TIF grants awarded in 2010. It examines grantees’ programs and implementation experiences and the impacts of pay-for-performance bonuses… Continue Reading

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Eric.ed.gov – Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Three Years. NCEE 2016-4004

eric.ed.gov har udgivet: Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of teaching experience and degree attainment, do not reward effective teaching or provide incentives for the most effective teachers to teach in high-need schools. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in high-need schools. This study focuses on performance-based compensation systems that were established under TIF grants awarded in 2010. It examines grantees’ programs and implementation experiences and the impacts of pay-for-performance bonuses… Continue Reading

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Eric.ed.gov – Middle-Grades Leadership Development (MLD) Project: A U.S. Department of Education Investing in Innovation (i3) Development Grant Final Evaluation Report

eric.ed.gov har udgivet: The Middle-Grades Leadership Development (MLD) Project was designed to develop principal leaders and leadership teams who create high-performing middle-grades schools. Designed by the National Forum to Accelerate Middle-Grades Reform, the four-year project was funded from 2013 to 2017 by a U.S. Department of Education Investing in Innovation (i3) development grant. The project was implemented in 12 middle-grades schools in rural and small town areas of Kentucky and Michigan. Schools received an extensive set of school improvement supports, including: creating a vision using the Forum’s Schools to Watch (STW) criteria; engaging in an assessment and planning process for improvement; STW leadership coach; principal mentor; STW mentor schools; leadership team; networking opportunities; and focused professional development. The evaluation of the MLD Project used a quasi-experimental design (QED) with matched… Continue Reading

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Eric.ed.gov – Let’s Go Girls!: Evaluating the Effectiveness of Tutoring and Scholarships on Primary School Girls’ Attendance and Academic Performance in the Democratic Republic of the Congo (DRC)

eric.ed.gov har udgivet: The Democratic Republic of the Congo continues to balance a commitment to education in general, and girls’ education more specifically, and additional challenges brought about through cyclical conflict. The Valorisation de la Scholarisation de la Fille project aimed to improve literacy and numeracy by providing scholarships, tutoring, and comprehensive professional development for teachers. Using a randomized control design (RCT), we tracked both the achievement and attendance outcomes of these girls over a period of three years. Several factors positively influenced student growth in reading and mathematics, including the proportion of female teachers in the school, girls’ perceptions of the school environment, receipt of a scholarship, and tutoring (math only). Household survey data suggest that the project minimized/reduced an already existing gap between enrollment in school for control… Continue Reading

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Eric.ed.gov – Implementation and Impacts of Pay-for-Performance: The 2010 Teacher Incentive Fund (TIF) Grantees after Two Years. NCEE Study Snapshot. NCEE 2015-4022

eric.ed.gov har udgivet: The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system. The control schools were to implement the same performance-based compensation system with one exception–the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This second report provides implementation and impact information. Ninety percent of all TIF districts in 2012-2013 reported implementing at least 3 of the 4 required components for teachers, and only about one-half (52 percent) reported implementing all four. This was a slight improvement… Continue Reading

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Eric.ed.gov – Connections between Teacher Perceptions of School Effectiveness and Student Outcomes in Idaho’s Low-Achieving Schools. Summary. REL 2014-012

eric.ed.gov har udgivet: This summary highlights the findings of a study that examined the survey responses of teachers from 75 Idaho schools working on school improvement. Results of the study showed schools with higher teacher reports of the presence of the goals, processes, and supports essential for student success did not have higher rates of reading proficiency, math proficiency, or attendance. A few significant relationships were found in subsamples of schools. A significant positive relationship was also found between school attendance in elementary schools in 2012 and teacher ratings of five of nine other essential goals, supports, and processes. The findings suggest that Idaho educators and others using teacher perception surveys should proceed cautiously in making decisions based on perception surveys. They might also consider using data from other sources… Continue Reading