Implementation and Impacts of Pay-for-Performance: The 2010 Teacher Incentive Fund (TIF) Grantees After Three Years (Study Snapshot)

NCEE Study Snapshot
Publisher: Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
Aug 24, 2016
Authors
Alison Wellington, Hanley Chiang, Kristin Hallgren, Cecilia Speroni, Mariesa Herrmann, and Paul Burkander

Key Findings:

  • In 10 evaluation districts that had implemented Teacher Incentive Fund (TIF) programs for three years, pay-for-performance had small, positive impacts on students’ math and reading achievement.  
  • Few districts structured pay-for-performance bonuses to align well with TIF grant guidance.
  • Many teachers misunderstood whether they were eligible for performance bonuses or the amount they could earn. 
The Teacher Incentive Fund (TIF) provides federal grants to support performance-based compensation systems for teachers and principals in high-need schools. The report on which this study snapshot is based is part of a national, multiyear evaluation of TIF grants awarded in 2010. The report describes the programs and implementation experiences of all 2010 TIF grantees in the 2013–2014 school year, the third of four years of implementation. For ten evaluation districts that had completed three years of TIF implementation, the report provides an in-depth analysis of TIF implementation and the impacts of pay-for-performance bonuses on educator and student outcomes.  
Project

Pay-for-Performance: Evaluating the Teacher Incentive Fund

Funders

U.S. Department of Education, National Center for Education Evaluation

Time Frame

2009-2017

Senior Staff

Alison Wellington
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Mariesa Herrmann
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Cecilia Speroni
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Hanley Chiang
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Kristin Hallgren
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