2021-04-05T21:15:34Z Copyright (c) 2021, The RAND Corporation RAND Corporation https://www.rand.org/topics/pay-for-performance-in-education.html David Knapp; Kristine M. Brown; James Hosek; Michael G. Mattock; Beth J. Asch https://www.rand.org/pubs/research_reports/RR1448.html 2016-05-02T08:45:00Z 2016-05-02T08:45:00Z

The authors develop and estimate a stochastic dynamic programming model to analyze the relationship between compensation, including retirement benefits, and retention over the career of Chicago public school teachers.

Brian M. Stecher; Deborah J. Holtzman; Michael S. Garet; Laura S. Hamilton; John Engberg; Elizabeth D. Steiner; Abby Robyn; Matthew D. Baird; Italo A. Gutierrez; Evan D. Peet; Iliana Brodziak de los Reyes; Kaitlin Fronberg; Gabriel Weinberger; Gerald P. Hunter; Jay Chambers https://www.rand.org/pubs/research_briefs/RB10009-1.html 2019-02-11T13:47:00Z 2019-02-11T13:47:00Z

A multiyear effort aimed at increasing students' access to effective teaching failed to achieve its goals for improved student achievement and graduation. However, the participating school districts and charter management organizations did implement better measures of teaching effectiveness.

Brian M. Stecher; Deborah J. Holtzman; Michael S. Garet; Laura S. Hamilton; John Engberg; Elizabeth D. Steiner; Abby Robyn; Matthew D. Baird; Italo A. Gutierrez; Evan D. Peet; Iliana Brodziak de los Reyes; Kaitlin Fronberg; Gabriel Weinberger; Gerald P. Hunter; Jay Chambers https://www.rand.org/pubs/research_reports/RR2242.html 2018-06-21T03:01:00Z 2018-06-21T03:01:00Z

The Intensive Partnerships for Effective Teaching initiative enhanced how teachers are evaluated and improved teacher staffing policies. But it did not lead to gains in student achievement or graduation rates.

Alex Sutherland; Rob Prideaux; Julie Belanger; Miriam Broeks; Yulia Shenderovich; Simon Van Der Staaij https://www.rand.org/pubs/research_reports/RR2145.html 2018-02-05T09:30:00Z 2018-02-05T09:30:00Z

After recruitment issues had led to the cancellation of a randomised controlled trial on the impact of incentivised pay on teaching in the UK, RAND Europe conducted a follow-up investigation exploring the reasons behind the recruitment difficulties.

David Knapp; Kristine M. Brown; James Hosek; Michael G. Mattock; Beth J. Asch https://www.rand.org/pubs/research_briefs/RB9898.html 2016-05-02T17:32:00Z 2016-05-02T17:32:00Z

A dynamic retention model can help policymakers concerned with mounting pension costs estimate and analyze the relationship between different retirement benefit policies and retention over the career of Chicago public school teachers.

David Knapp; Kristine M. Brown; James Hosek; Michael G. Mattock; Beth J. Asch https://www.rand.org/pubs/research_reports/RR1448.html 2016-05-02T11:37:00Z 2016-05-02T11:37:00Z

There is little capacity to predict how recent pension reforms and changes to teacher compensation will affect teacher turnover and teacher experience mix—and in turn—potentially impact the cost and efficacy of the public education system. Research using a structural modeling approach may begin to fill that gap.

Ethan Scherer https://www.rand.org/pubs/rgs_dissertations/RGSD335.html 2014-09-29T13:00:00Z 2014-09-29T13:00:00Z

Examines California's state education accountability reform and comprehensive reform to improve teacher and principal talent in high-poverty, low-performing schools.

Susan Burkhauser; Ashley Pierson; Susan M. Gates; Laura S. Hamilton https://www.rand.org/pubs/occasional_papers/OP392.html 2012-10-04T08:45:00Z 2012-10-04T08:45:00Z

This report describes challenges that states, districts, and other entities can expect to encounter as they evaluate efforts targeting school leadership as a way to improve student outcomes and offers suggestions for dealing with those challenges.

Susan Burkhauser; Ashley Pierson; Susan M. Gates; Laura S. Hamilton https://www.rand.org/pubs/research_briefs/RB9686.html 2012-10-04T08:45:00Z 2012-10-04T08:45:00Z

Efforts to improve school leadership may improve student outcomes. Evaluators and policymakers should allow time for improvements to show, use multiple evaluation measures, and interpret findings carefully before applying them to others.

RAND Corporation https://www.rand.org/pubs/corporate_pubs/CP613-2012-08.html 2012-09-04T09:30:00Z 2012-09-04T09:30:00Z

This document describes recent RAND work related to K-12 education, including teacher pay for performance, measuring teacher effectiveness, school leadership, school systems and reform, and out-of-school time.

Matthew G. Springer; John F. Pane; Vi-Nhuan Le; Daniel F. McCaffrey; Susan Freeman Burns; Laura S. Hamilton; Brian M. Stecher https://www.rand.org/pubs/external_publications/EP201200111.html 2012-08-10T00:00:00Z 2012-08-10T00:00:00Z

Policymakers have shown increased interest in incentive programs for teachers based on the outcomes of their students. However, evidence shows no significant effects from team-level bonuses on student achievement or teacher practices in the short term.

Laura S. Hamilton; John Engberg; Elizabeth D. Steiner; Catherine Awsumb Nelson; Kun Yuan https://www.rand.org/pubs/research_briefs/RB9666.html 2012-07-02T10:15:00Z 2012-07-02T10:15:00Z

A RAND Corporation report examines the Pittsburgh Principal Incentive Program's implementation, how principals have responded to the reforms, and what outcomes followed program implementation.

Laura S. Hamilton; John Engberg; Elizabeth D. Steiner; Catherine Awsumb Nelson; Kun Yuan https://www.rand.org/pubs/monographs/MG1223.html 2012-06-25T12:45:00Z 2012-06-25T12:45:00Z

This report examines the Pittsburgh Principal Incentive Program's implementation, how principals and other school staff have responded to the reforms, and what outcomes accompanied program implementation.

Matthew G. Springer; John F. Pane; Vi-Nhuan Le; Daniel F. McCaffrey; Susan Freeman Burns; Laura S. Hamilton; Brian M. Stecher https://www.rand.org/pubs/research_briefs/RB9649.html 2012-05-30T10:15:00Z 2012-05-30T10:15:00Z

Analysis of an incentive program that paid teachers bonuses based on their students' growth in achievement in mathematics, English language arts, science, and social studies showed no effect on student test scores in any of the subject areas.

Kun Yuan; Vi-Nhuan Le; Daniel F. McCaffrey; Julie A. Marsh; Laura S. Hamilton; Brian M. Stecher; Matthew G. Springer https://www.rand.org/pubs/external_publications/EP51138.html 2012-01-01T12:00:00Z 2012-01-01T12:00:00Z

The goal of this study is to examine whether three recently implemented pay-for-performance programs had similar effects on teachers' motivation and reported practices.

RAND Corporation https://www.rand.org/news/press/2011/07/18.html 2011-07-18T00:02:00Z 2011-07-18T00:02:00Z

A New York City program designed to improve student performance through school-based financial incentives for teachers did not improve student achievement, most likely because it did not change teacher behavior and the conditions needed to motivate staff were not achieved.

Julie A. Marsh; Matthew G. Springer; Daniel F. McCaffrey; Kun Yuan; Scott Epstein; Julia Koppich; Nidhi Kalra; Catherine DiMartino; Art (Xiao) Peng https://www.rand.org/pubs/monographs/MG1114.html 2011-07-18T00:01:00Z 2011-07-18T00:01:00Z

New York's Schoolwide Performance Bonus Program, whose broad objective was to improve student performance through school-based financial incentives, did not in fact do so, perhaps because it did not motivate change in educator behavior.

Julie A. Marsh; Matthew G. Springer; Daniel F. McCaffrey; Kun Yuan; Scott Epstein; Julia Koppich; Nidhi Kalra; Catherine DiMartino; Art (Xiao) Peng https://www.rand.org/pubs/research_briefs/RB9596.html 2011-07-18T00:01:00Z 2011-07-18T00:01:00Z

New York City's Schoolwide Performance Bonus Program did not improve student achievement at any grade level, perhaps in part because it provided no significant additional motivation beyond other accountability incentives.

Matthew G. Springer; Dale Ballou; Laura S. Hamilton; Vi-Nhuan Le; J. R. Lockwood; Daniel F. McCaffrey; Matthew Pepper; Brian M. Stecher https://www.rand.org/pubs/reprints/RP1416.html 2010-10-13T14:00:00Z 2010-10-13T14:00:00Z

By and large, students of teachers randomly given eligibility for bonuses did not outperform students whose teachers were not eligible for bonuses. This and other findings have significant implications for education policy.

Brian M. Stecher; Frank Camm; Cheryl L. Damberg; Laura S. Hamilton; Kathleen J. Mullen; Christopher Nelson; Paul Sorensen; Martin Wachs; Allison Yoh; Gail L. Zellman; Kristin J. Leuschner https://www.rand.org/pubs/monographs/MG1019z1.html 2010-07-21T15:28:00Z 2010-07-21T15:28:00Z

Evidence supports continued experimentation with and adoption of performance-based accountability systems (PBAS) in various sectors: child care, education, health care, public health emergency preparedness, and transportation. However, PBAS design and its prospects for success depend on the context in which it will operate.