The TIF evaluation is designed to estimate impacts of performance pay on student achievement and on educators' attitudes, awareness, mobility, and recruitment¶
Claim · All claims
Evidence · 1 study · designr1·q1
Currency · newest study 2011 · 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.
q1 i? The planned TIF evaluation design specifies student achievement, educator attitudes toward and awareness of TIF, and educator mobility and recruitment as outcome domains. → Steven Glazerman 2011
Evidence¶
Steven Glazerman 2011¶
Steven Glazerman, Hanley Chiang, Alison Wellington, Jill Constantine, Dan Player. (2011). Impacts of Performance Pay Under the Teacher Incentive Fund: Study Design Report. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/impacts-of-performance-pay-under-the-teacher-incentive-fund-study-design-report
q1 · i? · design · r1
This is a study design report, not a findings report: the sentence states what the evaluation will estimate, not measured results. No effect sizes, sample sizes, or test statistics are printed for these outcome domains.
"Mathematica's rigorous evaluation of the Teacher Incentive Fund (TIF) will estimate the impact of performance pay on student achievement, as well as educators' attitudes toward and awareness of TIF and their mobility and recruitment."
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
- Many teachers misunderstood whether they were eligible for performance bonuses or the amount they could earn — related
- Some aspects of TIF implementation improved between years one and two while others, including bonus awareness, remained challenging — related
- Educators' understanding of the TIF program improved in year two, but more than one-third of teachers still did not know they were eligible for a bonus and underestimated bonus size — 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 — related
- Educators in schools offering pay-for-performance bonuses tended to be less satisfied than those in schools without bonuses — related
- Many educators misunderstood the performance measures and the pay-for-performance bonuses under TIF — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tif-evaluation-outcome-domains-design |
title |
The TIF evaluation is designed to estimate impacts of performance pay on student achievement and on educators' attitudes, awareness, mobility, and recruitment |
description |
The TIF evaluation is designed to estimate impacts of performance pay on student achievement and on educators' attitudes, awareness, mobility, and recruitment |
status |
review |
evidence_strength |
weak |
newest_evidence |
2011 |
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 — steven-glazerman-2011 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.