Teachers in TAP schools reported significantly more mentoring and support than peers in similar non-TAP schools¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2009 · 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.
q2 i? In the first start-up year, teachers in Chicago TAP schools reported significantly more mentoring and support than teachers in similar schools. → Steven Glazerman 2009
Evidence¶
Steven Glazerman 2009¶
Steven Glazerman, Allison McKie, Nancy Carey. (2009). An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year One Impact Report. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/an-evaluation-of-the-teacher-advancement-program-tap-in-chicago-year-one-impact-report
q2 · i? · causal · r?
Early findings from Mathematica's study of Chicago's K-8 schools comparing TAP and similar non-TAP schools report that "teachers in TAP schools reported significantly more mentoring and support than their peers in similar schools." No effect size is printed.
"teachers in TAP schools reported significantly more mentoring and support than their peers in similar schools"
Discussion¶
Related Claims¶
- Chicago TAP did not fully implement its performance-based pay or value-added components as intended — related
- Chicago TAP increased the amount of mentoring, promotion opportunities, and compensation in participating schools relative to non-TAP schools — a broader claim this one bears on
- 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
- TAP teachers were five percentage points more likely to return to their schools than non-TAP teachers — related
- A five-year evaluation of TAP in high-need Chicago public schools began in 2007 — 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 |
tap-increases-reported-mentoring-support |
title |
Teachers in TAP schools reported significantly more mentoring and support than peers in similar non-TAP schools |
description |
Teachers in TAP schools reported significantly more mentoring and support than peers in similar non-TAP schools |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2009 |
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-2009 |
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