The performance measures were implemented largely as planned, with teachers receiving nearly the intended four feedback sessions per year, though fewer than half accessed online growth reports in Year 1¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers averaged 3.7 and 3.9 feedback sessions in Years 1 and 2, and 98 percent of treatment teachers with value-added scores received printed growth reports in Year 2. → Garet 2017 q2 i? Only 39 percent of teachers and 40 percent of principals accessed online growth reports in Year 1 despite webinar attendance of 85 and 81 percent. → Garet 2017 (2)

Evidence¶

Garet 2017¶

Garet, M.S., Wayne, A.J., Brown, S., Rickles, J., Song, M., and Manzeske, D. (2017). The Impact of Providing Performance Feedback to Teachers and Principals, Executive Summary (NCEE 2018-4000). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q2 · i? · causal · r2

Implementation documentation from vendor online systems and attendance records in the eight study districts. Teachers present in spring of Year 2 averaged 6.8 sessions across two years instead of the intended eight, primarily due to teacher mobility.

"The average number of feedback sessions per teacher was 3.7 in Year 1 and 3.9 in Year 2."

Garet 2017 (2)¶

Garet, M.S., Wayne, A.J., Brown, S., Rickles, J., Song, M., and Manzeske, D. (2017). The Impact of Providing Performance Feedback to Teachers and Principals, Executive Summary (NCEE 2018-4000). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q2 · i? · causal · r2

Analysis of online portal access logs in Year 1. In response, Year 2 reports were printed and distributed, and were viewed by all principals and received by 98 percent of teachers.

"access rates were low—39 percent of the teachers with value-added scores and 40 percent of the principals"

Discussion¶

Related Claims¶

• Districts implemented most components of the performance-based compensation system throughout all four years, but fewer than half planned to keep offering performance bonuses once the grant ended — related
• After the first year of implementation, fewer than half of 2010 TIF districts implemented all four required program components for teachers, though a large majority implemented at least three — related
• Some aspects of TIF implementation improved between years one and two while others, including bonus awareness, remained challenging — related
• Fewer than half of districts implemented all four required components of TIF, making full implementation challenging — related
• Performance feedback with ratings and written narratives substantially increased the feedback teachers received, with treatment teachers reporting about four times as many rated feedback sessions as control teachers — related