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Do Educator Performance Incentives Help Students? Evidence from the Teacher Incentive Fund National Evaluation

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  • Cecilia Speroni
  • Alison Wellington
  • Paul Burkander
  • Hanley Chiang
  • Mariesa Herrmann
  • Kristin Hallgren

Abstract

This paper presents findings from a national experimental evaluation of performance bonuses funded by the Teacher Incentive Fund grant program. The study finds no robust evidence of positive impacts of bonuses on student achievement, although some specifications suggest a small positive effect that compares favorably with other education interventions. When controlling for covariates, we find that offering bonuses of an average yearly cost of $100 per student had a small significant impact of about 0.04 standard deviations. However, these impacts are smaller (0.01 standard deviations) and become insignificant when not controlling for covariates or using an alternative method of inference.

Suggested Citation

  • Cecilia Speroni & Alison Wellington & Paul Burkander & Hanley Chiang & Mariesa Herrmann & Kristin Hallgren, 2020. "Do Educator Performance Incentives Help Students? Evidence from the Teacher Incentive Fund National Evaluation," Journal of Labor Economics, University of Chicago Press, vol. 38(3), pages 843-872.
    • Handle: RePEc:ucp:jlabec:doi:10.1086/706059
    DOI: 10.1086/706059
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    Cited by:

    1. Liebowitz, David D., 2021. "Teacher evaluation for accountability and growth: Should policy treat them as complements or substitutes?," Labour Economics, Elsevier, vol. 71(C).
    2. Gershenson, Seth, 2021. "Identifying and Producing Effective Teachers," IZA Discussion Papers 14096, Institute of Labor Economics (IZA).
    3. Chaohai Shen & Tong Sheng & Xingheng Shi & Bingquan Fang & Xiaoqian Lu & Xiaolan Zhou, 2022. "The Relationship between Housing Price, Teacher Salary Improvement, and Sustainable Regional Economic Development," Land, MDPI, vol. 11(12), pages 1-21, December.

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