Do Teacher Financial Awards Improve Teacher Retention and Student Achievement in an Urban Disadvantaged School District?
Sponsor
This project benefitted from support from the Houston Education Research Consortium (HERC).
Published In
American Educational Research Journal
Document Type
Citation
Publication Date
7-5-2017
Abstract
Teacher performance pay programs are theorized to improve student achievement by incentivizing teachers, but opponents counter that teachers are not motivated by money. We used regression discontinuity techniques and data on a census of the students, teachers, and schools in a large urban minority-majority school district to show receipt of a financial award did not consistently relate to higher mean student test score gains or teachers’ likelihood of retention. This study contributes to the literature by focusing on the effects of award receipt rather than award eligibility, differentiating by award amount, and using data from a large district serving predominantly disadvantaged students.
Locate the Document
DOI
10.3102/0002831217716540
Persistent Identifier
https://archives.pdx.edu/ds/psu/26017
Citation Details
Shifrer, D., Turley, R. L., & Heard, H. (2017). Do Teacher Financial Awards Improve Teacher Retention and Student Achievement in an Urban Disadvantaged School District?. American Educational Research Journal, 54(6), 1117-1153.