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At a Glance

Funder:

Joyce Foundation

Project Time Frame:

2006-2011

Press Release

Project Publications

 

Evaluating the Chicago Teacher Advancement Program (Chicago TAP)

The foundation of a good school is a faculty of talented teachers. But how do schools attract, support, and retain well-qualified teachers? Policymakers have increasingly turned to programs that use compensation reform and career ladders to complement more traditional approaches like mentoring and professional development.

One such program that is growing in popularity is the Teacher Advancement Program (TAP), developed by the Milken Family Foundation in the late 1990s. Now led by the National Institute for Excellence in Teaching, TAP’s goal is to draw more talented people to the teaching profession—and keep them there—by making it more attractive and rewarding to be a teacher. TAP is a whole-school intervention that provides teachers with opportunities for professional growth, promotion to school leadership roles without leaving the classroom, structured feedback, and performance-based compensation. Teacher bonuses are based on value added to student achievement, as well as observed classroom performance and whole-school performance. TAP ties teacher performance measurement to professional development and mentoring to support teachers’ continuous improvement.

Mathematica conducted a five-year impact evaluation of a version of TAP as implemented in the Chicago Public Schools (CPS). The Chicago pilot program, dubbed Chicago TAP, was funded by a $27 million Teacher Incentive Fund (TIF) grant from the U.S. Department of Education. Mathematica’s study is the first evaluation of a TAP-based program to use random assignment to study the program’s effects on student achievement. It is also the first evaluation of a TIF-funded intervention that uses random assignment.

Funded by the Joyce Foundation, the study randomly assigned schools that have volunteered and been selected to adopt Chicago TAP to either a treatment group that implements the program right away or a control group that delays implementation. The study also relied on a matched comparison group selected from the more than 300 CPS elementary schools that were not implementing Chicago TAP. The data included teacher surveys, principal interviews, and student test score, teacher personnel, and program participant data provided by the district. The final impact report found that the program did not raise student math or reading scores, but it increased teacher retention in some schools.

Publications

"An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP) After Four Years" (March 2012)
"An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year Two Impact Report" (May 2010)
"An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year One Impact Report" (April 2009)
"Evaluation of the Teacher Advancement Program (TAP) in the Chicago Public Schools: Study Design Report" (November 2007)