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¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2018 · checked against its sources 2026-10-20 (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.
q2 i? Sixty-five to 84 percent of educators reported being satisfied with the feedback they received on their practices, and pay-for-performance led to improvements in teachers' satisfaction with some aspects of their jobs. → Andrew Wayne 2018
Evidence¶
Andrew Wayne 2018¶
Andrew Wayne, Michael Garet, Alison Wellington, Hanley Chiang. (2018). Promoting Educator Effectiveness: The Effects of Two Key Strategies. Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/
q2 · i? · causal · r?
The brief's key findings report educator receptivity across the two studies: satisfaction with feedback ranged from 65 to 84 percent, and the pay-for-performance study found improvements in teachers' satisfaction with some job aspects. These are descriptive percentages; no effect sizes are printed.
"Sixty-five to 84 percent of the educators reported being satisfied with the feedback they received on their practices. In addition, pay-for-performance ultimately led to improvements in teachers’ satisfaction with some aspects of their jobs."
Discussion¶
Related Claims¶
- Implementation of the pay-for-performance policy differed from the envisioned approach, with about 40 percent of teachers unaware they were eligible for a performance bonus — related
- Many teachers misunderstood whether they were eligible for performance bonuses or the amount they could earn — related
- Chicago TAP did not fully implement its performance-based pay or value-added components as intended — related
- Mathematica conducted a multi-year evaluation of Chicago TAP, with this report detailing second-year results — related
- Chicago TAP did not raise student math or reading scores overall during the four-year rollout in Chicago Public Schools — related
- Chicago TAP increased the amount of mentoring, promotion opportunities, and compensation in participating schools relative to non-TAP schools — related
- Most teachers and principals reported satisfaction with professional opportunities, school environment, and the TIF program — related
- Teacher satisfaction with REACH was moderate overall but varied widely across schools — related
- 71% of surveyed Miami-Dade coaches reported the program improved their job satisfaction, up from a pre-program baseline where none reported being completely satisfied — related
- Public Montessori teachers report higher job satisfaction than public school teachers overall — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
educators-receptive-to-feedback-and-compensation-strategies |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — andrew-wayne-2018 |
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