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Estimated Effect of the Teacher Advancement Program on Student Test Score Gains

Author

Listed:
  • Matthew G. Springer

    (National Center on Performance Incentives, Peabody College, Vanderbilt University)

  • Dale Ballou

    (National Center on Performance Incentives, Peabody College, Vanderbilt University)

  • Art (Xiao) Peng

    (National Center on Performance Incentives, Peabody College, Vanderbilt University)

Abstract

This article presents findings from the first independent, third-party appraisal of the impact of the Teacher Advancement Program (TAP) on student test score gains in mathematics. TAP is a comprehensive school reform model designed to attract highly effective teachers, improve instructional effectiveness, and elevate student achievement. We use a panel data set to estimate a TAP treatment effect by comparing student test score gains in mathematics in schools that participated in TAP with student test score gains in non-TAP schools. Ordinary least squares estimation reveals a positive TAP treatment effect on student test score gains in the elementary grades, with weaker but still positive point estimates in the secondary grades. When estimation methods control for selection bias, the positive effect remains at the elementary level, but most estimates for grades 6 through 10 turn negative. Our findings are qualified by the lack of information on the fidelity of implementation across TAP schools and on variation in features of TAP programs at the school level. © 2014 Association for Education Finance and Policy

Suggested Citation

  • Matthew G. Springer & Dale Ballou & Art (Xiao) Peng, 2014. "Estimated Effect of the Teacher Advancement Program on Student Test Score Gains," Education Finance and Policy, MIT Press, vol. 9(2), pages 193-230, March.
    • Handle: RePEc:tpr:edfpol:v:9:y:2014:i:2:p:193-230
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    References listed on IDEAS

    as
    1. Steven Glazerman & Allison McKie & Nancy Carey & Dominic Harris, "undated". "Evaluation of the Teacher Advancement Program (TAP) in the Chicago Public Schools: Study Design Report," Mathematica Policy Research Reports c4b086efcd42433691ba264b8, Mathematica Policy Research.
    2. Steven Glazerman & Tim Silva & Nii Addy & Sarah Avellar & Jeffrey Max & Allison McKie & Brenda Natzke & Michael Puma & Patrick Wolf & Rachel Ungerer Greszler, "undated". "Options for Studying Teacher Pay Reform Using Natural Experiments," Mathematica Policy Research Reports a8a2eb832b494266bf4ecee19, Mathematica Policy Research.
    3. Heckman, James, 2013. "Sample selection bias as a specification error," Applied Econometrics, Russian Presidential Academy of National Economy and Public Administration (RANEPA), vol. 31(3), pages 129-137.
    4. Podgursky, Michael & Springer, Matthew, 2011. "Teacher Compensation Systems in the United States K-12 Public School System," National Tax Journal, National Tax Association;National Tax Journal, vol. 64(1), pages 165-192, March.
    5. repec:mpr:mprres:6260 is not listed on IDEAS
    6. repec:mpr:mprres:4987 is not listed on IDEAS
    7. Michael J. Podgursky & Matthew G. Springer, 2007. "Teacher performance pay: A review," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 26(4), pages 909-950.
    Full references (including those not matched with items on IDEAS)

    Citations

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    Cited by:

    1. Hanley Chiang & Cecilia Speroni & Mariesa Herrmann & Kristin Hallgren & Paul Burkander & Alison Wellington, "undated". "Evaluation of the Teacher Incentive Fund: Final Report on Implementation and Impacts of Pay-for-Performance Across Four Years," Mathematica Policy Research Reports 568955b06a2a4b11b954dded8, Mathematica Policy Research.
    2. Balch, Ryan & Springer, Matthew G., 2015. "Performance pay, test scores, and student learning objectives," Economics of Education Review, Elsevier, vol. 44(C), pages 114-125.
    3. Alison Wellington & Hanley Chiang & Kristin Hallgren & Cecilia Speroni & Mariesa Herrmann & Paul Burkander, "undated". "Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance After Three Years (Final Report)," Mathematica Policy Research Reports c01a81e283374843b1d4b39ce, Mathematica Policy Research.
    4. Hanley Chiang & Alison Wellington & Kristin Hallgren & Cecilia Speroni & Mariesa Herrmann & Steven Glazerman & Jill Constantine, "undated". "Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance After Two Years," Mathematica Policy Research Reports 4f123c78ddb644079b88d2bb4, Mathematica Policy Research.

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    More about this item

    Keywords

    Teacher Advancement Program; test scores; student achievement;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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