Evaluation of the Teacher Incentive Fund: Final Report on Implementation and Impacts of Pay-for-Performance Across Four Years (Executive Summary)
- By the second year of implementation, performance bonuses improved reading and math achievement by 1 to 2 percentile points—the equivalent of about four weeks of additional learning.
- Many teachers had only a limited understanding of the bonus program. For example, about 40 percent of teachers who were eligible to receive a bonus knew they could, and teachers typically thought the maximum bonus they could earn was about 40 percent of the actual maximum bonus.
- Districts typically implemented most components of the performance-based compensation system throughout all four years of their programs. However, fewer than half the districts planned to keep offering performance bonuses once the grant was over.
Pay-for-Performance: Evaluating the Teacher Incentive Fund
U.S. Department of Education, National Center for Education Evaluation