Administrator Responses to Financial Incentives: Insights from a TIF Program

References

• Branch, G. F., Hanushek, E. A., & Rivkin, S. G. (2009). Estimating principal effectiveness (CALDER Working Paper no. 32). Washington, DC: The Urban Institute.
   Google Scholar
• Bryan, J. F., & Locke, E. A. (1967). Goal-setting as a means of increasing motivation. Journal of Applied Psychology, 51, 274–277. doi:10.1037/h0024566
   PubMed Web of Science ®Google Scholar
• Clotfelter, C. T., & Ladd, H. F. (1996). Recognizing and rewarding success in public schools. In H. F. Ladd (Ed.), Holding schools accountable: Performance-based reform in education (pp. 23–64). Washington, DC: Brookings Institution.
   Google Scholar
• Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Dee, T. S., & Wyckoff, J. (2015). Incentives, selection, and teacher performance: Evidence from IMPACT. Journal of Policy Analysis and Management, 34(2), 267–297. doi:10.1002/pam.2015.34.issue-2
   Web of Science ®Google Scholar
• Elmore, R. E. (2000). Building a new structure for school leadership. Washington, DC: Albert Shanker Institute.
   Google Scholar
• Elmore, R. E. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington, DC: Albert Shanker Institute.
   Google Scholar
• Goff, P., Goldring, E., & Canney, M. (2014). The best laid plans: Designing incentive programs for school leaders (WCER Working Paper no. 2014-7). Madison, WI: Wisconsin Center for Education Research.
   Google Scholar
• Goldhaber, D. D., & Brewer, D. J. (1997). Why don’t schools and teachers seem to matter? Assessing the impact of unobservables on educational productivity. The Journal of Human Resources, 32(3), 505–523. doi:10.2307/146181
   Web of Science ®Google Scholar
• Gritz, M., & Theobald, N. D. (1996). The effects of school district spending priorities on length of stay in teaching. The Journal of Human Resources, 31(3), 477–512. doi:10.2307/146262
   Web of Science ®Google Scholar
• Groff, F. (2001). Who will lead? The principal shortage. State Legislatures, 27(9), 16–18.
   PubMedGoogle Scholar
• Guarino, C. M., Santibañez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208. doi:10.3102/00346543076002173
   Web of Science ®Google Scholar
• Hamilton, L. S., Engberg, J., Steiner, E. D., Nelson, C. A., & Juan, K. (2012). Improving school leadership through support, evaluation and incentives: The Pittsburg principal incentive program. Santa Monica, CA: RAND Corporation.
   Google Scholar
• Hatry, H. P., Greiner, J. M., & Ashford, B. G. (1994). Issues and case studies in teacher incentive plans (2nd ed.). Washington, DC: The Urban Institute Press.
   Google Scholar
• Heneman, H. G., III. (1998). Assessment of the motivational reactions of teachers to a school-based performance award program. Journal of Personnel Evaluation in Education, 12(1), 43–59. doi:10.1023/A:1007964516377
   Google Scholar
• Kelley, C., Heneman, H. G., III, & Milanowski, A. (2002). Teacher motivation and school-based performance rewards. Educational Administration Quarterly, 38(3), 372–401. doi:10.1177/00161X02038003005
   Web of Science ®Google Scholar
• Kelley, C., Odden, A., Milanowski, A. T., & Heneman, H. G. (2000). The motivational effects of school-based performance awards (RB-29). Philadelphia, PA: Consortium for Policy Research in Education. Retrieved from http://www.cpre.org/sites/default/files/policybrief/870_rb29.pdf
   Google Scholar
• Kelley, C. J., & Finnigan, K. (2003). The effects of organizational context on teacher expectancy. Educational Administration Quarterly, 39(5), 603–634. doi:10.1177/0013161X03257299
   Web of Science ®Google Scholar
• Ladd, H. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement? Educational Evaluation and Policy Analysis, 33(2), 235–261. doi:10.3102/0162373711398128
   Web of Science ®Google Scholar
• Lashway, L. (2003). Finding leaders for hard to staff schools. ERIC Digest. ED482356. Eugene, OR: ERIC Clearinghouse on Educational Management.
   Google Scholar
• Lawler, E. E. (1990). Strategic pay: Aligning organizational strategies and pay systems. San Francisco, CA: Jossey Bass.
   Google Scholar
• Lewis, J. L., & Springer, M. G. (2008, February). Performance incentives in Texas: Why schools chose not to participate. (Working paper no. 2008-18). Nashville, TN: National Center on Performance Incentives. Retrieved from http://www.performanceincentives org/news/detail.aspx?linkid=234&moduleid=38
   Google Scholar
• Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265–268. doi:10.1111/cdir.2006.15.issue-5
   Web of Science ®Google Scholar
• MacAllum, K., Wells, J., & Ristow, L. (2011). The Ohio Teacher Incentive Fund external evaluation: Final year 5 report. Rockville, MD: Westat. Retrieved from http://www.westat.com/Westat/pdf/evaluation/Westat_OTIF_Year_5_Report_06-29-11_Final.pdf.
   Google Scholar
• Malen, B., Murphy, M. J., & Hart, A. W. (1987). Restructuring teacher compensation systems: An analysis of three incentive strategies. In K. Alexander & D. Monk (Eds.). Attracting and compensating America’s teachers (91-141). Cambridge, MA: Ballinger Publishing Company.
   Google Scholar
• Malen, B. Rice, J.K., Baumann, P., Beaner. T., Chen, E., Dougherty, A., Hyde, L., Jackson, C., Jacobson, R., McKithen, C., & Robinson, C. (2009, November 18). Building the plane in flight: A formative evaluation of Financial Incentive Rewards for Supervisors and Teachers (FIRST). Prince George’s County Public School System: Prince George’s County, MD.
   Google Scholar
• Malen, B., Rice, J.K., Jackson, C., Hoyer, K., Hyde, L., Bivona, L., Blaisdell, L., Bowsher, A., Cortes, K., Coverdale, B., de la Torre, A., Marisa Goldstein, M., Pimpawathin, A., & Sutter, J. (2011). Implementation, payouts, and perceived effects: A formative analysis of Financial Incentive Rewards for Supervisors and Teachers (FIRST). Prince George’s County Public Schools and the University of Maryland: Prince George's County, MD.
   Google Scholar
• Malen, B., Rice, J.K., Matlach, L., Bowsher, A., Hoyer, K.M., & Hyde, L. (2015). Developing organizational capacity for implementing complex education reform initiatives: Insights from a multi-year study of a Teacher Incentive Fund (TIF) program. Education Administration Quarterly, 51(1), 133–176.
   Web of Science ®Google Scholar
• Marsh, J. (2012). The micropolitics of implementing a school-based bonus policy: The case of New York City’s compensation committees. Educational Evaluation and Policy Analysis, 34(2), 164–184. doi:10.3102/0162373711428354
   Web of Science ®Google Scholar
• Marsh, J. A., Springer, M. G., McCaffrey, D. F., Yuan, K., Epstein, S., Koppich, J. … Peng, A. (2011). A big apple for educators: New York City’s experiment with schoolwide performance bonuses. Santa Monica, CA: RAND Corporation.
   Google Scholar
• Max, J., Constantine, J., Wellington, A., Hallgren, K., Glaserman, S., Chiang, H., & Speroni, C. (2014). Evaluation of the Teacher Incentive Fund: Implementation and early impacts of pay-for-performance after one year (NCEE 2014-4019). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
   Google Scholar
• Miller, P. C., & Grobe, W. J. (2012). The collaborative project: Principals’ perceptions related to the development of a TIF initiative. NASSP Bulletin, 97(1), 78–100. doi:10.1177/0192636512469277
   Google Scholar
• Mintrop, R., & Ordenes, M. (2013, April). Teacher work motivation in the era of extrinsic incentives: Performance goals and pro-social commitments in the service of equity. Paper presented at the annual conference of the American Education Research Association (AERA), San Francisco, CA.
   Google Scholar
• Mitzgang, L. D. (2003). Beyond the pipeline: Getting the principals we need, where they are needed. Policy Brief. New York, NY: Wallace Foundation.
   Google Scholar
• Murnane, R. J., & Cohen, D. K. (1986). Merit pay and the evaluation problem: Why most merit pay plans fail and a few survive. Harvard Education Review, 36(1), 1–17. doi:10.17763/haer.56.1.l8q2334243271116
   Google Scholar
• Murnane, R. J., & Olsen, R. J. (1990). The effects of salaries and opportunity costs on length of stay in teaching: Evidence from North Carolina. The Journal of Human Resources, 25(1), 106–124. doi:10.2307/145729
   Web of Science ®Google Scholar
• Murphy, J. T. (1980). Getting the facts: A fieldwork guide for evaluators and policy analysts. Santa Monica, CA: Goodyear Publishing.
   Google Scholar
• Odden, A., Kelley, C., Heneman, H., & Milanowski, A. (2001). Enhancing teacher quality through knowledge and skills-based pay. Philadelphia, PA: Consortium for Policy Research in Education. Retrieved from http://cpre.wceruw.org/publications/rb34.pdf
   Google Scholar
• Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Rice, J.K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Washington, DC: Economic Policy Institute.
   Google Scholar
• Rice, J. K., Malen, B., Jackson, C., & Hoyer, K.M. (2015). Time to pay up: Analyzing the motivational potential of financial awards in a TIF program. Educational Evaluation and Policy Analysis, 37(1), 29–49.
   Web of Science ®Google Scholar
• Samuels, C. A. (2008, May 14). “Principals’ group seeks influence on incentive pay,” Education Week. Retrieved February 11, 2015, from http://www.3e233k.org/ew/articles/2008/05/14/37nassp.h27.html
   Google Scholar
• Snyder, T. D., & Dillow, S. A. (2011). Digest of education statistics 2010 (NCES 2011-015). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
   Google Scholar
• Springer, M., Podgursky, M., Lewis, J., Ehlert, M., Ghosh-Dastidar, B., Gronberg, T. … Taylor, L. (2008). Texas Educator Excellence Grant (TEEG) Program: Year two evaluation. Austin, TX: Texas Education Agency.
   Google Scholar
• U.S. Department of Education. (2012). Teacher Incentive Fund: First implementation report, 2006 and 2007 grantees. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service.
   Google Scholar
• Vroom, V. H. (1964). Work and motivation. New York, NY: Wiley.
   Google Scholar
• Yuan, K., Le, V., McCaffrey, D. F., Marsh, J. A., Hamilton, L. S., Stecher, B. M., & Springer, M. G. (2013). Incentive pay programs do not affect teacher motivation or reported practices: Results from three randomized studies. Educational Evaluation and Policy Analysis, 35(1), 3–22. doi:10.3102/0162373712462625
   Web of Science ®Google Scholar