Chicago TAP increased the amount of mentoring, promotion opportunities, and compensation in participating schools relative to non-TAP schools¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2012 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Participating schools received more mentoring, promotion opportunities, and compensation relative to non-TAP schools. → Steven Glazerman 2012
Evidence¶
Steven Glazerman 2012¶
Steven Glazerman, Allison Seifullah. (2012). An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP) After Four Years. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/an-evaluation-of-the-chicago-teacher-advancement-program-chicago-tap-after-four-years
q3 · i? · causal · r?
Implementation comparison of program inputs between participating and non-TAP schools in the final report. The report states Chicago TAP "increased the amount of mentoring, promotion opportunities, and compensation"; no effect sizes are printed on this page.
"Although Chicago TAP increased the amount of mentoring, promotion opportunities, and compensation in participating schools relative to non-TAP schools, the program did not fully implement its performance-based pay or value-added components as intended."
Discussion¶
Related Claims¶
- Chicago TAP did not fully implement its performance-based pay or value-added components as intended — related
- Teachers in TAP schools reported significantly more mentoring and support than peers in similar non-TAP schools — a narrower finding that bears on this claim
- Chicago TAP did not raise student math or reading scores overall during the four-year rollout in Chicago Public Schools — related
- Mathematica conducted a multi-year evaluation of Chicago TAP, with this report detailing second-year results — related
- Educators were largely receptive to evaluation and compensation strategies, with 65 to 84 percent satisfied with feedback and pay-for-performance improving some job satisfaction — related
- A five-year evaluation of TAP in high-need Chicago public schools began in 2007 — related
- TAP teachers were five percentage points more likely to return to their schools than non-TAP teachers — related
- Teachers in Chicago TAP schools at the start of the program were about 20 percent more likely than teachers in comparison schools to remain in the same school three years later — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
chicago-tap-increased-mentoring-promotion-compensation |
title |
Chicago TAP increased the amount of mentoring, promotion opportunities, and compensation in participating schools relative to non-TAP schools |
description |
Chicago TAP increased the amount of mentoring, promotion opportunities, and compensation in participating schools relative to non-TAP schools |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
source_checked |
2026-10-08 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — steven-glazerman-2012 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.