Teacher Merit Pay: A Meta-Analysis

2020 ◽  
pp. 000283122090558
Author(s):  
Lam D. Pham ◽  
Tuan D. Nguyen ◽  
Matthew G. Springer
Keyword(s):  
Test Scores ◽  
Program Design ◽  
Meta Analysis ◽  
Merit Pay ◽  
The United States ◽  
Summary Effect ◽  
Student Test ◽  
Student Test Scores ◽  
Study Context ◽  
Pay Incentives

Empirical research investigating the association between teacher pay incentives and student test scores has grown rapidly over the past decade. To integrate the findings from these studies and help inform the debate over teacher merit pay, this meta-analysis synthesizes effect sizes across 37 primary studies, 26 of which were conducted in the United States. Among the U.S. based studies, the results suggest that the effect of teacher merit pay on student test scores is positive and statistically significant (0.043 standard deviation). This summary effect varies by program design and study context, suggesting that teacher merit pay has the potential to improve student test scores in some contexts but researchers and policymakers should pay close attention to program design and implementation.

The Relationship Between School Turnaround and Student Outcomes: A Meta-Analysis

2020 ◽  
Vol 42 (4) ◽  
pp. 493-519
Author(s):  
Christopher Redding ◽  
Tuan D. Nguyen
Keyword(s):  
Test Scores ◽  
Student Outcomes ◽  
Standardized Test ◽  
Meta Analysis ◽  
School Closure ◽  
School Turnaround ◽  
Low Performing Schools ◽  
Student Test ◽  
Student Test Scores ◽  
The Relationship

School turnaround has emerged as a predominant strategy to improve chronically low-performing schools, although the approach remains controversial. This meta-analysis synthesizes results from 35 studies to examine the relationship between school turnaround and various student outcomes. We find that school turnaround is associated with improved attendance, standardized test scores, and graduation rates. When separating the results by the different turnaround models, transformation, turnaround, and restart models are associated with improvements in student test scores. We find no evidence of a significant relationship between school closure or state turnaround conducted under No Child Left Behind (NCLB) waivers and student test scores. We describe how changes in organizational operations, human capital, and the governance and/or management of low-performing schools might have contributed to this observed relationship.

scholarly journals Pandemic Schooling Mode and Student Test Scores: Evidence from US States

2021 ◽  
Author(s):  
Clare Halloran ◽  
Rebecca Jack ◽  
James Okun ◽  
Emily Oster
Keyword(s):  
Test Scores ◽  
Us States ◽  
Student Test ◽  
Student Test Scores

scholarly journals Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention

2017 ◽  
Vol 18 (4) ◽  
Author(s):  
Daniel Patrick Kelly ◽  
Teomara Rutherford
Keyword(s):  
Student Performance ◽  
Test Scores ◽  
Controlled Study ◽  
Control Group ◽  
Open Educational Resource ◽  
Mathematics Intervention ◽  
Computer Based ◽  
Student Test ◽  
Student Test Scores ◽  
Khan Academy

<p class="3">Khan Academy is a large and popular open educational resource (OER) with little empirical study into its impact on student achievement in mathematics when used in schools. In this study, we examined the use of Khan Academy as a mathematics intervention among seventh grade students over a 4-week period versus a control group. We also compared differences between students who had supplemental mathematics instruction and those who had not. In both cases, we found no statistically significant differences in student test scores. Khan Academy has several internal metrics used to track student performance and use. We found significant relationships between these metrics and student test scores in this study. Khan Academy and other OER provide access to information and knowledge to large numbers of the population. This research adds to the discourse methods by which Khan Academy and other OER may affect learners.</p>

The Effect of Attending a Charter School in Newark, New Jersey, on Student Test Scores

2021 ◽  
pp. 016237372110364
Author(s):  
Marcus A. Winters ◽  
Colin Shanks
Keyword(s):  
New Jersey ◽  
Charter School ◽  
Test Scores ◽  
English Language ◽  
Causal Effect ◽  
School Enrollment ◽  
Knowledge Is Power Program ◽  
Deferred Acceptance ◽  
Student Test ◽  
Student Test Scores

We exploit information about parental preference and a randomized component in the assignment of students to schools within a deferred acceptance (DA) mechanism to estimate the causal effect of enrolling in a charter school in Newark, New Jersey, on student test scores. The estimates incorporate variation from students attending about 70% of the city’s charter schools, accounting for about 85% of charter school enrollment. Enrolling in a Newark charter school that participated in the DA assignment process leads to a large and statistically significant increase in math and English Language Arts (ELA) scores. Enrolling in a charter school that is operated by either the Knowledge Is Power Program (KIPP) or Uncommon charter school networks has an especially large effect.

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