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ED510449 - Texas Educator Excellence Grant (TEEG) Program: Year Three Evaluation Report. Policy Evaluation Report

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ERIC #:	ED510449
Title:	Texas Educator Excellence Grant (TEEG) Program: Year Three Evaluation Report. Policy Evaluation Report
Authors:	Springer, Matthew G.; Lewis, Jessica L.; Podgursky, Michael J.; Ehlert, Mark W.; Gronberg, Timothy J.; Hamilton, Laura S.; Jansen, Dennis W.; Stecher, Brian M.; Taylor, Lori L.; Lopez, Omar S.; Peng, Art
Descriptors:	State Aid; Educational Research; Teacher Effectiveness; Job Performance; Incentive Grants; Educational Environment; Criteria; Selection; Schools; Participation; Programs; Faculty Mobility; Evaluation; Reports; Program Effectiveness; Achievement Gains; Academic Achievement
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:	2009-08-31
Pages:	566
Pub Types:	Numerical/Quantitative Data; Reports - Evaluative; Tests/Questionnaires
Abstract:	The Texas Educator Excellence Grant (TEEG) program was state-funded and provided annual grants to schools to design and implement performance pay plans during the 2006-07 to 2009-10 school year. This report builds on the previous TEEG evaluation reports, presenting findings from three years of the TEEG program. Overall, the report discusses the participation decisions of eligible schools, the implementation experiences of TEEG participants, the manner in which performance pay plans were designed, and the program's outcomes. Findings suggest that school and personnel characteristics, the criteria used to select schools into the TEEG program, and the plan design features of TEEG schools' performance pay plans influenced many outcomes of interest. The attitudes and behaviors of school personnel, school environment, and teacher turnover were certainly affected by these factors. However, evidence suggests that there is no strong, systematic treatment effect of TEEG on student achievement gains. Nor are there consistent associations between TEEG plan design features and student achievement gains. Appendices include: (1) Technical Appendix for Chapter 3; (2) Technical Appendix for Chapter 4; (3) Technical Appendix for Chapter 5; (4) Technical Appendix for Chapter 6; (5) Technical Appendix for Chapter 7; (6) Technical Appendix for Chapter 8; and (7) Technical Appendix for Chapter 9. (Contains 87 tables, 37 figures, and 46 footnotes.) [For the Year Two Evaluation Report, see ED510426.]
Abstractor:	As Provided
Reference Count:	21

Note:	N/A
Identifiers:	Texas
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/TEEG_Year_Three_Report1.pdf

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