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Eric.ed.gov – Implementation and Impacts of Pay-for-Performance: The 2010 Teacher Incentive Fund (TIF) Grantees after Three Years. NCEE Study Snapshot. NCEE 2016-2006

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The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The goal of the grants is to increase the number of high-performing teachers in high-need schools by rewarding educators for improving students’ achievement. The report on which this snapshot is based describes TIF implementation in all 2010 TIF districts and analyzes, in greater detail, the implementation and impacts of pay-for-performance in 10 evaluation districts that implemented the TIF program for three years. Using information from the first (2011-2012), second (2012-2013), and third (2013-2014) years of TIF implementation, the report addresses the following four questions: (1) What are the characteristics of all 2010 TIF districts and their performance-based compensation systems? What implementation experiences and challenges have TIF districts encountered?; (2) How do teachers and principals in schools that do and do not offer pay-for-performance bonuses compare on key dimensions, including their understanding of TIF program features, exposure to TIF activities, allocation of time, and attitudes toward teaching and the TIF program?; (3) How do pay-for-performance bonuses affect educator effectiveness and the retention and recruitment of high-performing educators?; (4) What is the impact of pay-for-performance bonuses on students’ achievement on state assessments in math and reading? The study found that among all 2010 TIF districts: (1) Overall implementation of TIF requirements among all 2010 TIF districts was very similar in the third year of implementation as in previous years; (2) Pay-for-performance had small, positive impacts on students’ math and reading achievement; (3) Few evaluation districts structured pay-for-performance bonuses to align well with TIF grant guidance; and (4) Many teachers still misunderstood whether they were eligible for performance bonuses or the amount they could earn. [For the full report, “Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Three Years. NCEE 2016-4004,” see ED568150. For the Executive Summary, “Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Three Years. Executive Summary. NCEE 2016-4005,” see ED568151.]

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Troels Gannerup Christensen

Jeg er ansat som adjunkt hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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