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POINT/CounterPOINT: The View from the Trenches of Education Policy Research

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Author Info

  • Dale Ballou

    ()
    (Vanderbilt University)

  • Matthew G. Springer

    ()
    (Vanderbilt University)

  • Daniel F. McCaffrey

    ()
    (RAND Corporation)

  • J. R. Lockwood

    ()
    (RAND Corporation)

  • Brian M. Stecher

    ()
    (RAND Corporation)

  • Laura Hamilton

    ()
    (RAND Corporation)

  • Matthew Pepper

    ()
    (Metropolitan Nashville Public Schools, Nashville, TN)

Abstract

The Project on Incentives in Teaching (POINT) was a three-year study testing the hypothesis that rewarding teachers for improved student scores on standardized tests would cause scores to rise. Results, as described in Springer et al. (2010b), did not confirm this hypothesis. In this article we provide additional information on the POINT study that may be of particular interest to researchers contemplating their own studies of similar policies. Our discussion focuses on the policy environment in which POINT was launched, considerations that affected the design of POINT, and a variety of lessons learned from the implementation of the experiment. © 2012 Association for Education Finance and Policy

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Bibliographic Info

Article provided by MIT Press in its journal Education Finance and Policy.

Volume (Year): 7 (2012)
Issue (Month): 2 (March)
Pages: 170-202

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Handle: RePEc:tpr:edfpol:v:7:y:2012:i:2:p:170-202

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Related research

Keywords: education policy; Project on Incentives in Teaching (POINT); teacher rewards; standardized tests;

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