Mathematica conducted a multi-year evaluation of Chicago TAP, with this report detailing second-year results¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2013: local conditions change quickly

Subclaims¶

q2 i? The Chicago TAP evaluation produced a Year Two impact report detailing second-year results of the study of the Teacher Advancement Program in Chicago Public Schools. → Steven Glazerman 2010

Evidence¶

Steven Glazerman 2010¶

Steven Glazerman, Allison Seifullah. (2010). An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year Two Impact Report. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/an-evaluation-of-the-teacher-advancement-program-tap-in-chicago-year-two-impact-report

q2 · i? · causal · r?

The report's own abstract states that it "details second-year results from Mathematica's study on Chicago Public Schools' Teacher Advancement Program (TAP)". The associated evaluation project ran from 2006 to 2012 and was prepared for the Joyce Foundation. No impact estimates are printed on this page.

"This report details second-year results from Mathematica's study on Chicago Public Schools' Teacher Advancement Program (TAP), a Teacher Incentive Fund grantee."

Discussion¶

Related Claims¶

• Chicago TAP did not fully implement its performance-based pay or value-added components as intended — related
• Chicago TAP did not raise student math or reading scores overall during the four-year rollout in Chicago Public Schools — related
• TAP produced no measurable impacts on student test scores through March of the start-up year — related
• Teachers in TAP schools reported significantly more mentoring and support than peers in similar non-TAP schools — 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
• Chicago TAP increased the amount of mentoring, promotion opportunities, and compensation in participating schools relative to non-TAP schools — 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
• Over two decades, Chicago teachers reported increasing program coherence and higher trust in their principals — related