Exploring Differential Effects of a Teacher Incentive Program on Student Achievement

Authors

DOI:

https://doi.org/10.34097/jeicom-7-2-2

Keywords:

teacher evaluation, teacher incentives, performance pay, student achievement, heterogeneous effects

Abstract

Traditional teacher compensation systems based solely on observable characteristics (such as experience and degree) have shown weak correlations with student learning outcomes. Teacher merit-pay incentives aim to strengthen the links between teacher remuneration and student learning outcomes. In this study, we examined the student achievement outcomes associated with one such incentive in the Dallas Independent School District – the Teacher Excellence Initiative (TEI) implemented in 2015. Utilizing the 1,121,557 student-level observations from 2012 to 2019 academic years, we investigated the relationships of TEI with student achievement from different demographics. We found the overall association of TEI with student achievement in mathematics and reading to be inconclusive (i.e., weakly positive). Conversely, we observed some benefits associated with Asian American, African American and Hispanic/Latinx students, relative to White students. However, an association was observed between the TEI and seemingly disadvantaged outcomes for students with special needs. 

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Author Biographies

  • Yaxin Wang, Arizona State University

    Yaxin Wang is a Ph.D. candidate in Education Policy and Evaluation at Arizona State University (ASU). She is a dedicated researcher in the field of education policy, focusing on how state education agencies and school leaders make evidence-based decisions to broaden access and increase equity for all students. Her research has been presented at several international peer-reviewed conferences, including APPAM, AERA, and AEFP. 

     She earned her Master of Education from the University of Washington, Seattle, and her Bachelor of Arts in Economics from Wake Forest University.

  • Margarita Pivovarova

    Margarita Pivovarova, PhD., is an associate professor in Education Policy and Evaluation in the MLFTC at ASU. She investigates the relationship among student achievement, teacher mobility, and school contextual factors. Specifically, she explores factors associated with teacher attrition from public and charter schools, and immigrant student achievement in schools with varied student demographics.

  • Audrey Amrein-Beardsley

    Audrey Amrein-Beardsley, PhD., is a Professor in Education Policy and Evaluation in the MLFTC at ASU. Her research focuses on the use of value-added models (VAMs) in and across states. She also conducts validation studies on multiple test- and accountability-based policies and systems and serves as an expert witness in relevant legal cases.

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Published

2025-05-21

Issue

Online First

Section

Peer Reviewed Articles