Pittsburgh performance-based pay plans for teachers and principals¶

Element · All elements
Evidence · 2 claims (2 for) · 2 studies (2 associational), q2 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

As part of the same project, Mathematica assisted Pittsburgh Public Schools in developing performance-based pay plans for teachers and principals, building on the value-added estimates of educator effectiveness. The report describes this as work "assisting the Pittsburgh Public Schools in developing performance-based pay plans for teachers and principals." The available text provides no further detail on the pay plans' design or implementation.

Design Implications¶

Context¶

Requirements¶

• Value-added model estimates of teacher and school contributions to student achievement

Constraints¶

Target Learners¶

• K-12 students in Pittsburgh Public Schools

Target Learning Goals¶

• Student achievement growth in Pittsburgh Public Schools

Claims¶

• Value-added models were developed to estimate teachers' and schools' contributions to student achievement in Pittsburgh Public Schools [+W]
• Professional practice ratings, student surveys, and value-added measures each have the potential to differentiate teacher performance in Pittsburgh Public Schools [+W]

Related Elements¶

• Value-added models estimating teacher and school contributions to student achievement in Pittsburgh Public Schools

Examples¶

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Key Sources¶

• Stephen Lipscomb, Brian Gill, Kevin Booker, Matthew Johnson. (2010). Estimating Teacher and School Effectiveness in Pittsburgh: Value-Added Modeling and Results. Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/estimating-teacher-and-school-effectiveness-in-pittsburgh-valueadded-modeling-and-results