WWC review of this study

Teacher Incentive Pay and Educational Outcomes: Evidence from the NYC Bonus Program. Program on Education Policy and Governance Working Papers Series. PEPG 10-07

Goodman, Sarena; Turner, Lesley (2010). Program on Education Policy and Governance, Harvard University, Paper prepared for the PEPG Conference "Merit Pay: Will It Work? Is It Politically Viable?" (Harvard Kennedy School, Cambridge, MA,. Retrieved from: https://eric.ed.gov/?id=ED513540

  •  examining 
    309
     Students
    , grades
    K-8

Reviewed: September 2013

No statistically significant positive
findings
Meets WWC standards without reservations
General Mathematics Achievement outcomes—Indeterminate effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

New York State Assessment Program's Mathematics Test: Schoolwide mean score

New York City's Schoolwide Performance Bonus Program vs. Business as usual

January 2008

Elementary and middle schools: Year 1;
309 students

N/A

N/A

Yes

 
 
0

New York State Assessment Program's Mathematics Test: Schoolwide mean score

New York City's Schoolwide Performance Bonus Program vs. Business as usual

January 2009

Elementary and middle schools: Year 2;
305 students

N/A

N/A

Yes

-2
 
 
Reading achievement outcomes—Indeterminate effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

New York State Assessment Program's English Language Arts (ELA) Test: Schoolwide mean score

New York City's Schoolwide Performance Bonus Program vs. Business as usual

January 2008

Elementary and Middle schools: Year 1;
309 students

N/A

N/A

No

--

New York State Assessment Program's English Language Arts (ELA) Test: Schoolwide mean score

New York City's Schoolwide Performance Bonus Program vs. Business as usual

January 2009

Elementary and middle schools: Year 2;
305 students

N/A

N/A

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • 19% English language learners

  • Urban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
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    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    New York
  • Race
    Black
    42%
    White
    1%
  • Ethnicity
    Hispanic    
    55%
    Not Hispanic or Latino    
    45%
 

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This download will include data files for study and findings review data and a data dictionary.

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