By the second year of implementation, TIF performance bonuses improved reading and math achievement by 1 to 2 percentile points, equivalent to about four weeks of additional learning¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Performance bonuses under TIF improved reading and math achievement by 1 to 2 percentile points by the second year of implementation, equivalent to about four weeks of additional learning. → Hanley Chiang 2017

Evidence¶

Hanley Chiang 2017¶

Hanley Chiang, Cecilia Speroni, Mariesa Herrmann, Kristin Hallgren, Paul Burkander, Alison Wellington. (2017). Evaluation of the Teacher Incentive Fund: Final Report on Implementation and Impacts of Pay-for-Performance Across Four Years. Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences. https://ies.ed.gov/ncee/pubs

q2 · i? · causal · r?

The report's key findings state that "performance bonuses improved reading and math achievement by 1 to 2 percentile points" by the second year of implementation, which the authors equate to about four weeks of additional learning. No standardized effect size is printed for this finding.

"By the second year of implementation, performance bonuses improved reading and math achievement by 1 to 2 percentile points—the equivalent of about four weeks of additional learning."

Discussion¶

Related Claims¶

• Offering pay-for-performance bonuses in 10 TIF districts increased student reading achievement by 1 percentile point after two years, with a similar-magnitude but statistically non-significant math effect — related
• After three years of Teacher Incentive Fund implementation, pay-for-performance bonuses had small positive impacts on student math and reading achievement in ten evaluation districts — related
• Providing educators with performance feedback and offering pay-for-performance bonuses can improve student achievement, with positive cumulative impacts on math or reading in some years — a broader claim this one bears on