Download or read book The Long Run Effects of a Comprehensive Teacher Performance Pay Program on Student Outcomes written by Sarah Cohodes and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper examines the effects of a comprehensive performance pay program for teachers implemented in high-need schools on students' longer-run educational, criminal justice, and economic self-sufficiency outcomes. Using linked administrative data from a Southern state, we leverage the quasi-randomness of the timing of program adoption across schools to identify causal effects of the school reform. The program improved educational attainment and reduced both criminal activity and dependence on government assistance in early adulthood. We find little scope for student sorting or changes in the composition of teacher workforce, and that program benefits far exceeded its costs. We propose mechanisms for observed long-run effects and provide evidence consistent with these explanations. Several robustness checks and placebo tests support our findings.

Download or read book Teacher Performance Pay Coaching and Long Run Student Outcomes written by Sarah Cohodes and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper examines the effects of a comprehensive performance pay program for teachers implemented in high-need schools on students' longer-run educational, criminal justice, and economic self-sufficiency outcomes. Using linked administrative data from a Southern state, we leverage the quasi-randomness of the timing of program adoption across schools to identify causal effects of the school reform. The program improved educational attainment and reduced both criminal activity and dependence on government assistance in early adulthood. We find little scope for student sorting or changes in the composition of teacher workforce, and that program benefits far exceeded its costs. We propose mechanisms for observed long-run effects and provide evidence consistent with these explanations. Several robustness checks and placebo tests support our findings.

Download or read book Long Term Effects of Teacher Performance Pay written by Karthik Muralidharan and published by . This book was released on 2012 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: While the idea of teacher performance-pay is increasingly making its way into policy, the evidence on the effectiveness of such programs is both limited and mixed. The central questions in the literature on teacher performance pay to date have been whether teacher performance pay based on test scores can improve student achievement, and whether there are negative consequences of teacher incentives based on student test scores? The literature on both of these questions highlight the importance of not just evaluating teacher incentive programs that are designed by administrators, but of using economic theory to design systems of teacher performance pay that are likely to induce higher effort from teachers towards improving human capital and less likely to be susceptible to gaming. Also, while there is a growing body of high-quality empirical studies on the impact of teacher performance pay on education quality, most of these evaluations stop after two or three years, and so there is no good evidence on longer-term impacts (both positive and negative) of teacher performance pay on students who have completed most of their education under such a system. In this paper, the author contributes towards filling this gap with results from a five-year long randomized evaluation of group and individual teacher performance pay programs implemented across a large representative sample of government-run rural primary schools in the Indian state of Andhra Pradesh (AP). The main questions addressed in this paper are: 1) What is the impact of teacher performance pay (implemented for five years) on student test scores at various points of program exposure? 2) Are there any negative consequences of the teacher performance pay program? 3) What is the relative effect of group and individual teacher incentive programs? There are three main results in this paper. First, the individual teacher performance pay program had a large and significant impact on student learning outcomes over all durations of student exposure to the program. Students who had completed their entire five years of primary school education under the program scored 0.54 and 0.35 standard deviations (SD) higher than those in control schools in math and language tests respectively. These are large effects corresponding to approximately 20 and 14 percentile point improvements at the median of a normal distribution, and are larger than the effects found in most other education interventions in developing countries (see Dhaliwal et al. 2011). Second, the results suggest that these test score gains represent genuine additions to human capital as opposed to reflecting only "teaching to the test". Students in individual teacher incentive schools score significantly better on both non-repeat as well as repeat questions; on both multiple-choice and free-response questions; and on questions designed to test conceptual understanding as well as questions that could be answered through rote learning. Most importantly, these students also perform significantly better on subjects for which there were "no incentives"--scoring 0.52 SD and 0.30 SD higher than students in control schools on tests in science and social studies (though the bonuses were paid only for gains in math and language). There was also no differential attrition of students across treatment and control groups and no evidence to suggest any adverse consequences of the programs. Third, the authors find that individual teacher incentives significantly outperform group teacher incentives over the longer time horizon though they were equally effective in the first year of the experiment. Students in group incentive schools score better than those in control schools over most durations of exposure, but these are not always significant and students who complete five years of primary school under the program do not score significantly higher than those in control schools. However, the variance of student outcomes is lower in the group incentive schools than in the individual incentive schools. The authors measure changes in teacher behavior and the results suggest that the main mechanism for the improved outcomes in incentive schools is not reduced teacher absence, but increased teaching activity conditional on presence. Finally, the authors also measure household responses to the program--for the cohort that was exposed to five years of the program, at the end of five years--and find that there is no significant difference across treatment and control groups in either household spending on education or on time spent studying at home, suggesting that the estimated effects are unlikely to be confounded by differential household responses across treatment and control groups over time.

Download or read book Teachers Pay for Performance in the Long Run written by Victor Lavy and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper examines the dynamic effects of a teachers' pay for performance experiment on long-term outcomes at adulthood. The program led to a gradual increase in university education of the high school treated students, reaching a gain of 0.25 years of schooling at age 28-30. The effects on employment and earnings were initially negative, coinciding with a higher enrollment rate in university, but became positive and significant with time. These gains are largely mediated by the positive effect of the program on several high school outcomes, including quantity and quality gains in the high stake matriculation exams.

Download or read book Teachers Pay for Performance in the Long Run written by Victor Lavy and published by . This book was released on 2015 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The long term effect of teachers' pay for performance is of particular interest, as critics of these schemes claim that they encourage teaching to the test or orchestrated cheating by teachers and schools. In this paper, I address these concerns by examining the effect of teachers' pay for performance on long term human capital outcomes, in particular attainment and quality of higher education, and labor market outcomes at adulthood, in particular employment and earnings. I base this study on an experiment conducted a decade and a half ago in Israel and present evidence that the pay for performance scheme increased a wide range of long run human capital measures. Treated students are 4.3 percentage points more likely to enroll in a university and to complete an additional 0.17 years of university schooling, a 60 percent increase relative to the control group mean. These gains are mediated by overall improvements in the high school matriculation outcomes due to the teachers' intervention at 12th grade. The pay scheme led also to a significant 7 percent increase in annual earnings, to a 2 percent reduction in claims for unemployment benefits, and a 1 percent decline in eligibility for the government disability payment.

Download or read book Performance Incentives written by Matthew G. Springer and published by Rowman & Littlefield. This book was released on 2009-12-01 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of pay for performance for public school teachers is growing in popularity and use, and it has resurged to once again occupy a central role in education policy. Performance Incentives: Their Growing Impact on American K-12 Education offers the most up-to-date and complete analysis of this promising—yet still controversial—policy innovation. Performance Incentives brings together an interdisciplinary team of experts, providing an unprecedented discussion and analysis of the pay-for-performance debate by • Identifying the potential strengths and weaknesses of tying pay to student outcomes; • Comparing different strategies for measuring teacher accomplishments; • Addressing key conceptual and implemen - tation issues; • Describing what teachers themselves think of merit pay; • Examining recent examples in Arkansas, Florida, North Carolina, and Texas; • Studying the overall impact on student achievement.

Download or read book Performance Based Pay for Educators written by Jennifer King Rice and published by Teachers College Press. This book was released on 2017 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an in-depth analysis of a performance-based pay initiative and crystalizes the design issues and implementation challenges that confounded efforts to translate this promising policy into practice. This story has much to say to academics and policymakers who are trying to figure out the combinations of incentives and the full range of resources required to establish incentive programs that promote an adequate supply and equitable distribution of capable and committed educators for our public schools. The book uncovers the conditions that appear to be necessary, if not fully sufficient, for performance-based initiatives to have a chance to realize their ambitious aims and the research that is required to guide policy development. In so doing, the authors consider the thorny question of whether performance-based pay systems for educators are worth the investment. “Education reformers have long known that performance-based pay is devilishly difficult to implement. All too often top-down, piecemeal changes squander scarce resources and undermine trust. Now, Rice and Malen’s first-rate study of one district’s comprehensive pay reform reveals that even well-planned, collaborative efforts easily go awry, casting further doubt on the promise of pay incentives to improve schooling. This book is required reading for all well-intentioned reformers.” —Susan Moore Johnson, Harvard University “Rice and Malen provide a compelling account of one district’s experience with a performance-based incentive program for educators. This book is a rare and valuable analysis of a policy uncovering both the technical and political challenges inherent in designing and implementing reform even under the most promising of conditions. Given the enduring interest in and ongoing federal funding available for pay-for-performance policies—and the surprising lack of research evidence undergirding this popularity—it behooves policymakers, reformers, funders, and students to learn from this important case.” —Julie A. Marsh, University of Southern California

Download or read book The Peril and Promise of Performance Pay written by Donald B. Gratz and published by R&L Education. This book was released on 2009-04-16 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an invaluable resource for school teachers, administrators, board members, policy makers, and citizens who would like to understand what's behind performance pay, what might work and what will not, and how to build a school improvement effort that includes teacher compensation as one of its strategies.

Download or read book School Accountability written by Williamson M. Evers and published by Hoover Inst Press Publication. This book was released on 2002 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scholars from history, economics, political science, and psychology describe the present state of school accountability, how it evolved, how it succeeded and failed, and how it can be improved. They review the history behind the ongoing conflict between educators and policymakers over accountability and testing, describe various accountability schemes, and analyze the costs of accountability. Case studies of three states with strong school systems compare how accountability works in practice. Evers is a research fellow at the Hoover Institution. Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com).

Download or read book Essays on the Economics of Quality Teaching written by Joshua Hollinger and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This thesis consists of three essays on the economics of education. These essays focus on how educators affect student outcomes in the short run and long run, and they assess the effects of policies aimed at educators' incentives. Chapter 1 considers the effects of test-score-based school accountability on students' test scores and long-run outcomes, as well as the relationship between these two different types of effects. While many education policies target test scores as a contemporaneous measure of student learning, a common concern is that these policies may generate higher test scores in a way that fails to translate to more important student outcomes in the long run. I use administrative data from North Carolina and two regression discontinuity designs to estimate the impact of school accountability pressure under No Child Left Behind on elementary students' test scores and their long-run outcomes at the end of high school. I find modest positive effects on elementary test scores and a significant increase in SAT scores years later. There is some evidence for a small increase in high school GPA, mixed evidence for an increase in students intending to attend a 4-year instead of a 2-year college, and no effect on high school graduation or intention to attend any college. Further evidence suggests the effect on SAT scores may be explained by persistent test-score effects in years after accountability exposure. Altogether, these results lend support to a mixed story for No Child Left Behind: while accountability pressure led to a long-run increase in skill captured by tests, these learning gains were not strong or broad enough to yield meaningful improvements in other long-run outcomes like educational attainment. Chapter 2 evaluates the test score effects of individual teacher performance pay schemes implemented in a number of high-need schools in North Carolina. Since performance bonuses were paid to teachers with value-added above a threshold toward the top of the district-wide distribution, I evaluate whether this policy generates larger incentives for teachers with higher probability of attaining the bonus. I find evidence for the opposite: those expected to be further away from the threshold increased their value-added, though the performance incentives did not have a significant overall effect. I show that the single-year value-added estimates are quite noisy, which likely was a reason for this. I also find that almost all of the teachers in these high-need schools were predicted to have value-added below the performance threshold. Both of these factors could explain the lack of overall incentive effectiveness. One possibility is that lower value-added teachers have more scope to improve effort. Chapter 3 addresses the questions of whether the assignment of less effective teachers contributes to worse short-term and longer-term outcomes for disadvantaged students. We leverage transfers of elementary teachers across schools in North Carolina to measure differences in teachers' effects on contemporaneous and future test scores according to students' socio-economic characteristics. We quantify the importance of these differences to account for the observed test score gaps between disadvantaged and advantaged students. Variation in teacher quality accounts for 3% of the total variation in contemporaneous test scores. We also find that teacher quality accounts for similar proportions when we consider variability in test scores taken two and three years after. Our estimates are robust to bias-correction methods that account for limited mobility bias."--Pages viii-ix.

Download or read book Profit of Education written by Richard Startz and published by Bloomsbury Publishing USA. This book was released on 2010-10-21 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: This important book translates evidence and examines policy, proposing a plan to save America's schools by rewarding teachers with professional-level salaries distributed wisely. Profit of Education makes it clear that rethinking the teaching profession is the key to repairing America's broken-down education system and securing our nation's future. Accomplishing that, author Dick Startz says, requires lifting teacher pay to professional levels and rewarding teachers for student success, with the goal of improving student learning by the equivalent of one extra year of schooling. Profit of Education takes the reader on a chapter-by-chapter walk through the evidence on pay-oriented, teacher-centric reform of the public school system, showing that such an approach can work. Startz translates the extensive scientific evidence on school reform into easily understood terms, demonstrating the enormous difference teachers make in student outcomes. Proposed levels of teacher salaries are established, and the difficult issue of differential pay is examined in depth, as are many of the practical and political issues involved in measuring teacher success. Last, but hardly least, Startz shows how teacher-centric school reform will pay off for the taxpayer and the economy.

Download or read book Teaching to the Tails written by Prashant Loyalka and published by . This book was released on 2015 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: Growing evidence suggests that teachers in developing countries often have weak or misaligned incentives for improving student outcomes. In response, policymakers and researchers have proposed performance pay as a way to improve student outcomes by tying concrete measures like achievement scores to teacher pay. While evidence from randomized experiments generally indicates that performance pay programs are effective at improving student achievement in developing countries, there has been considerable variation in how much these programs affect student achievement. The goals of this study are to: (1) examine the impacts of different teacher performance pay designs on student achievement, both for the average student and for students across the baseline achievement distribution; and (2) examine the mechanisms through which different teacher performance pay designs affect student achievement (for the average student and for students across the baseline achievement distribution). The sample includes a total of 8,892 students and their grade 6 mathematics teachers from 216 schools from 16 nationally-designated "poverty" counties in Yulin Prefecture (Shaanxi Province) and Tianshi Prefecture (Gansu Province) in rural, northwest China. To test the impacts of the different teacher performance pay designs, researchers designed a cluster-randomized controlled trial. In this trial, schools were randomly allocated to 4 different treatment arms: (1) control--no teacher incentive pay; (2) levels incentive--performance pay contract stipulating rewards based on student achievement levels on endline tests; (3) gains incentive--performance pay contract based on student achievement gains from baseline and endline tests; and (4) pay-for-percentile incentive--performance pay contract stipulating rewards based on student growth percentiles. Surveys were used to collect information from the students, teachers, and school administrators. Findings reveal that: (1) Only "pay-for-percentile" incentives had a positive, statistically significant impact on average student achievement; (2) Teacher incentives based on "levels" or "gains" were ineffective; (3) "Gains" incentives led teachers to only focus on certain types of students, which led to negligible learning (on average) across all students; and (4) Pay-for-percentile incentives led to score gains across all students (on average). The results of this study may have important implications for how Teacher Performance Pay Policy can be implemented in China and in other developing countries.

Download or read book Measuring Up written by Daniel Koretz and published by Harvard University Press. This book was released on 2009-09-15 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do you judge the quality of a school, a district, a teacher, a student? By the test scores, of course. Yet for all the talk, what educational tests can and can’t tell you, and how scores can be misunderstood and misused, remains a mystery to most. The complexities of testing are routinely ignored, either because they are unrecognized, or because they may be—well, complicated. Inspired by a popular Harvard course for students without an extensive mathematics background, Measuring Up demystifies educational testing—from MCAS to SAT to WAIS, with all the alphabet soup in between. Bringing statistical terms down to earth, Daniel Koretz takes readers through the most fundamental issues that arise in educational testing and shows how they apply to some of the most controversial issues in education today, from high-stakes testing to special education. He walks readers through everyday examples to show what tests do well, what their limits are, how easily tests and scores can be oversold or misunderstood, and how they can be used sensibly to help discover how much kids have learned.

Download or read book Teacher Performance Pay in the United States written by Timothy Bond and published by . This book was released on 2018 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper estimates the effect of exposure to teacher pay-for-performance programs on adult outcomes. We construct a comprehensive data set of schools which have implemented teacher performance pay programs across the United States since 1986, and use our data to calculate the fraction of students by race in each grade and in each state who are affected by a teacher performance pay program in a given year. We then calculate the expected years of exposure for each race-specific birth state-grade cohort in the American Community Survey. Cohorts with more exposure are more likely to graduate from high school and earn higher wages as adults. The positive effect is concentrated in grades 1-3 and on programs that targeted schools with a higher fraction of students who are eligible for free and reduced lunch.

Download or read book World Development Report 2018 written by World Bank Group and published by World Bank Publications. This book was released on 2017-10-16 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.

Download or read book Advances in Economics and Econometrics written by Econometric Society. World Congress and published by Cambridge University Press. This book was released on 2003-01-20 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sample Text

Download or read book The Long Term Impacts of Teachers written by Raj Chetty and published by . This book was released on 2011 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are teachers' impacts on students' test scores ("value-added") a good measure of their quality? This question has sparked debate largely because of disagreement about (1) whether value-added (VA) provides unbiased estimates of teachers' impacts on student achievement and (2) whether high-VA teachers improve students' long-term outcomes. We address these two issues by analyzing school district data from grades 3-8 for 2.5 million children linked to tax records on parent characteristics and adult outcomes. We find no evidence of bias in VA estimates using previously unobserved parent characteristics and a quasi-experimental research design based on changes in teaching staff. Students assigned to high-VA teachers are more likely to attend college, attend higher- ranked colleges, earn higher salaries, live in higher SES neighborhoods, and save more for retirement. They are also less likely to have children as teenagers. Teachers have large impacts in all grades from 4 to 8. On average, a one standard deviation improvment in teacher VA in a single grade raises earnings by about 1% at age 28. Replacing a teacher whose VA is in the bottom 5% with an average teacher would increase students' lifetime income by more than $250,000 for the average classroom in our sample. We conclude that good teachers create substantial economic value and that test score impacts are helpful in identifying such teachers.