Chicago TAP evaluation project (2006-2012), prepared for the Joyce Foundation¶

Element · All elements
Evidence · 8 claims (5 for, 2 mixed, 1 against) · 3 studies (3 causal), q2–q3 · 0 of 3 report an effect size · 8 claims rest on one study

Description¶

The evaluation of the Chicago Teacher Advancement Program was a multi-year project with a stated time frame of 2006-2012, prepared for the Joyce Foundation and conducted by Mathematica Policy Research. The project produced this Year Two Impact Report, whose abstract notes that "The TAP model offers teachers performance pay, professional development, and advancement opportunities based in part on their students' achievement growth." The project sits within Mathematica's Teacher and Principal Effectiveness area of work.

Design Implications¶

Context¶

Requirements¶

• Funder support, here the Joyce Foundation, and district partnership with Chicago Public Schools

Constraints¶

• Evaluation scope limited to Chicago Public Schools' implementation of TAP

Target Learners¶

• K-12 students in Chicago Public Schools

Target Learning Goals¶

• Improving teacher effectiveness and student achievement growth

Claims¶

• Mathematica conducted a multi-year evaluation of Chicago TAP, with this report detailing second-year results [+W]
• Chicago TAP increased the amount of mentoring, promotion opportunities, and compensation in participating schools relative to non-TAP schools [+M]
• Chicago TAP did not fully implement its performance-based pay or value-added components as intended [~M]
• Chicago TAP did not raise student math or reading scores overall during the four-year rollout in Chicago Public Schools [-M]
• 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 [+M]
• TAP produced no measurable impacts on student test scores through March of the start-up year [~W]
• TAP teachers were five percentage points more likely to return to their schools than non-TAP teachers [+W]
• Teachers in TAP schools reported significantly more mentoring and support than peers in similar non-TAP schools [+W]

Related Elements¶

• Independent impact evaluation by Mathematica Policy Research
• Teacher Advancement Program (TAP) whole-school intervention

Examples¶

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Key Sources¶

• Steven Glazerman, Allison Seifullah. (2010). An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year Two Impact Report. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/an-evaluation-of-the-teacher-advancement-program-tap-in-chicago-year-two-impact-report