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An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP) After Four Years


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  • Steven Glazerman
  • Allison Seifullah
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    Mathematica's final report on the Chicago Teacher Advancement Program (Chicago TAP) found that the program did not raise student math or reading scores, but it increased teacher retention in some schools. For example, teachers in Chicago TAP schools at the start of the program in fall 2007 were about 20 percent more likely than teachers in comparison schools to be in those same schools three years later (67 percent versus 56 percent retention rate). However, the program did not have an impact on student achievement overall in the four-year rollout period in the Chicago Public Schools (CPS). Although Chicago TAP increased the amount of mentoring, promotion opportunities, and compensation in participating schools relative to non-TAP schools, the program did not fully implement its performance-based pay or value-added components as intended.

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    Bibliographic Info

    Paper provided by Mathematica Policy Research in its series Mathematica Policy Research Reports with number 7391.

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    Length: 106
    Date of creation: 07 Mar 2012
    Date of revision:
    Handle: RePEc:mpr:mprres:7391

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    Keywords: Teacher Advancement Program (TAP); Chicago Public Schools; random assignment; student achievement;

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    Cited by:
    1. Heckman, James J. & Kautz, Tim, 2013. "Fostering and Measuring Skills: Interventions That Improve Character and Cognition," IZA Discussion Papers 7750, Institute for the Study of Labor (IZA).
    2. Richard J. Murnane & Alejandro J. Ganimian, 2014. "Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Evaluations," NBER Working Papers 20284, National Bureau of Economic Research, Inc.


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