New York City's Schoolwide Performance Bonus Program
What are these studies about?
The What Works Clearinghouse (WWC) has reviewed three studies of
New York City's (NYC's) Schoolwide Performance Bonus Program (SPBP).
These studies contain samples with overlapping school years and grade
levels and use different levels of analysis for examining the impact of
the program. A description of the program is provided below.
Context for the Program
In 2007, as part of its accountability system, the NYC Department of
Education set school-level goals for student academic performance and
growth for each school. Each year, it awarded Progress Report scores to
schools based on three components: increased student achievement on
state reading and math exams (25% of score), yearly student progress
(60% of score), and measures of the learning environment (15% of score).
The program operated in high-need schools from school years 2007–08
through 2010–11, with schools randomly assigned to either an
intervention or a comparison group in 2007–08.
Under the SPBP, school staff could receive bonuses based on their
schools’ Progress Reports. If a school was randomly selected for the
program, it then had to secure votes in favor of program participation
from 55% or more of its full-time union teachers in order for the school
to be eligible for bonuses. Participating schools that reached 100% of
their school-level goals could receive lump-sum payments of $3,000 per
union teacher; those that reached at least 75% of their goals received
$1,500 per union teacher. A four-member, school-level compensation
committee decided in advance how to distribute payments among teachers
and other staff.
The three studies of the NYC Bonus Program that were reviewed by the WWC
are listed below. One study examined the effect of the program on
individual student test scores; the other two looked at school average
scores. Each of them included an “intent to treat” analysis, in which
all study students and schools are included in the analysis, based on
whether the school was initially assigned to the program. Two of
the studies also included a “treatment on treated” analysis, which
examines the effects based on which schools actually implemented the program.
Study
School Years
Grade Levels
Analysis Level
Analysis Type
Fryer
2007–08, 2008–09, 2009–10
Elementary, Middle, and High
Student
Intent to Treat and Treatment on Treated
Goodman
2007–08, 2008–09
Elementary and Middle
School
Intent to Treat and Treatment on Treated
Marsh
2007–08, 2008–09, 2009–10
Elementary, Middle, and High
School1
Intent to Treat
1The study also examined
academic achievement outcomes measured at the student level. However,
the report did not contain enough information to determine a study
rating for that portion of the study.
Fryer, R. G. (2011). Teacher incentives and student achievement: Evidence from New York City Public Schools (NBER Working Paper No. 16850). Cambridge, MA: National Bureau of Economic Research.
Rating: Meets WWC evidence standards without reservations
Release Date: September 2013
Protocol:Single study review protocol
Goodman, S. F., & Turner, L. J. (2010). Teacher incentive pay and educational outcomes: Evidence from the New York City Bonus Program. New York: Columbia University.
Rating: Meets WWC evidence standards without reservations
Release Date: October 2012
Protocol:Single study review protocol
Marsh, J. A., Springer, M. G., McCaffrey, D. F.,
Yuan, K., Epstein, S., Koppich, J., Kalra, N., DiMartino, C., Peng, A.
(2011). A big apple for educators: New York City's experiment with schoolwide performance bonuses. Final evaluation report. Santa Monica, CA: RAND Corporation.
Rating: Meets WWC evidence standards without reservations
Release Date: September 2013
Protocol:Single study review protocol
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