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ED510426 - Texas Educator Excellence Grant (TEEG) Program: Year Two Evaluation Report. Policy Evaluation Report

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ERIC #:	ED510426
Title:	Texas Educator Excellence Grant (TEEG) Program: Year Two Evaluation Report. Policy Evaluation Report
Authors:	Springer, Matthew G.; Podgursky, Michael J.; Lewis, Jessica L.; Ehlert, Mark W.; Gronberg, Timothy J.; Hamilton, Laura S.; Jansen, Dennis W.; Lopez, Omar S.; Peng, Art; Stecher, Brian M.; Taylor, Lori L.
Descriptors:	Teacher Persistence; Achievement Gains; Academic Achievement; Program Effectiveness; Factor Analysis; Faculty Mobility; Grants; Merit Pay; School Districts; Principals; Administrator Attitudes; Correlation; Surveys; Guidelines; Educational History; Educational Trends; Program Design; Incentives; Economically Disadvantaged; Program Evaluation; Motivation Techniques; Criteria; Performance Based Assessment; Teacher Attitudes; Teacher Behavior; Interviews; Program Implementation; Educational Policy; Instructional Effectiveness; Glossaries; Classification; State Legislation; Public School Teachers; Policy Analysis; Teacher Evaluation; Organizational Climate
Source:	National Center on Performance Incentives
More Info: Help Peer Reviewed:	Yes
Publisher:	National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail: ncpi@vanderbilt.edu; Web site: http://www.performanceincentives.org
Publication Date:	2008-12-01
Pages:	492
Pub Types:	Numerical/Quantitative Data; Reports - Research; Tests/Questionnaires
Abstract:	This report presents findings from the second year of a multi-year evaluation of the Texas Educator Excellence Grant (TEEG) program and background information about the design and implementation of the District Awards for Teacher Excellence (DATE) program. The TEEG and DATE programs operating in Texas make up the largest state-funded performance pay system in U.S. public education. Starting in the 2006-07 school year, the TEEG program operates annually in more than 1,000 schools, while 203 districts implemented district-wide performance pay plans using DATE funds in the 2008-09 school year. Report findings suggest that school and personnel characteristics, schools' participation patterns in the TEEG program, and design features of schools' performance pay plans influence program outcomes. The attitudes and behaviors of school personnel and teacher turnover are certainly influenced by these factors. While evidence on any relationship between plan design features and student achievement gains is currently inconclusive, further analysis using additional years of data will continue to examine this matter. Overall, the TEEG and DATE programs provide unique opportunities to learn about the differential effects performance pay plans have on the attitudes and experiences of school personnel, organizational dynamics within schools, teacher turnover, and student achievement gains. The following are appended: (1) Executive, Legislative, and Regulatory Division Interviewees; (2) Changes in %ED Eligibility for Regular Schools by Grade Level; (3) Implications of Volatility in Comparable Improvement Comparator Groups; (4) Further Review of Qualified but Not Eligible TEEG Schools; (5) Surveys and Interviews with TEEG Principals; (6) Glossary of TEEG Taxonomy Components; (7) Fall 2007 Instructional Personnel TEEG Survey; (8) Crosstabs for Selected TEEG Fall 2007 Survey Items; (9) Factor Analysis of TEEG Fall 2007 Survey Items; (10) Means of Factor Scores across Selected Respondent Characteristics, TEEG Fall 2007 Survey; (11) Results for Regression Analyses on Factors Derived from TEEG Fall 2007 Survey Questions; (12) Spring 2008 Instructional Personnel Surveys; (13) Results from Spring 2008 Instructional Personnel Survey; (14) Respondent Characteristics by TEEG Groups, Spring 2008 Survey; (15) Technical Appendix for the Teacher Turnover Analyses; and (16) Tables for Studying the Association between Student Achievement Gains and TEEG Plan Design Features. (Contains 115 tables, 28 figures, and 119 footnotes.) [For the "Texas Educator Excellence Grant (TEEG) Program: Year One Evaluation Report," see ED510430.]
Abstractor:	As Provided
Reference Count:	43

Note:	N/A
Identifiers:	Texas; State Policy
Record Type:	Non-Journal
Level:	N/A
Institutions:	Vanderbilt University, National Center on Performance Incentives
Sponsors:	Texas Education Agency
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
Direct Link:	http://www.performanceincentives.org/data/files/news/BooksNews/FINAL_TEEG_Year_2_Report.pdf

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