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Westat Presentation Westat Presentation Presentation Transcript

  • Strategic Compensation and Evaluation of theOhio Teacher Incentive Fund Keith MacAllum, Westat OERC June 28, 2012
  • The Teacher Incentive Fund• Initial Round (2006) OTIF1  16 grants $240M• Second Round (2007)  18 grants $237M• Third Round (2010) OTIF3  62 grants $400M• Fourth Round (July 2012)  30 grants from $500K to $12M each 2
  • Two Rounds of OHIO TIF• OTIF1  2006-2011  Four largest urban districts  2 used national TAP model, 2 used home grown models• OTIF3  2010-2015  24 districts, mostly rural  All using home grown models 3
  • Major Research Questions• Do incentives lead to increased student achievement?• How do teachers and school systems respond?• How best to measure teacher effectiveness?• What are the implementation and logistical barriers?• Systemic reform of compensation & sustainability  Recruitment, retention, promotion, dismissal, evaluation 4
  • Objectives of the Current OTIFEvaluation• Program Implementation & Lessons Learned• Teacher Effectiveness and Behavior – subjectively perceived and objectively measured• Administrative Behavior and School/LEA Processes• Student Outcomes• Sustainability 5
  • Features of OTIF Evaluation• Formative and Substantive• Mixed methods (quantitative & qualitative)• Identify and disseminate generalizable best practices from over 20 customized performance-based compensation models• Coordinate with ODE, Battelle for Kids, and Mathematica on data collection activities 6
  • National Evaluation of TIF• National evaluation of 3rd round TIF is being conducted by Mathematica Policy Research• All OTIF districts will complete annual surveys in the fall of 2011, 2013, and 2014• Only Cincinnati is participating fully in the national evaluation• Westat has excluded Cincinnati from most of its evaluation activities 7
  • OTIF Evaluation – Data Collection• Reviews of program documents and administrative data• Surveys of teachers, principals, and coordinators• Case studies of individual schools, consisting of interviews with stakeholders• Analyses of state, district, and school level data, such as test scores 8
  • Data Collection – Reviews of ProgramDocuments and Administrative Data• Program documents will include:  District compensation models  Communication plans and materials  Professional development resources  Program status and monitoring reports• Purposes of document reviews:  Develop understanding of OTIF  Inform the development of data collection instruments  Track changes to program models over time• Administrative data include student demographics, teacher characteristics, and program expenditures 9
  • Data Collection – Surveys• Teacher surveys: a strategic sample 9 districts (30 schools) in spring 2012 and spring 2014  District size  Grade levels  Program components• Principal surveys: all OTIF schools (excluding Cincinnati) in spring 2013 and spring 2015• OTIF Coordinator surveys each year, with timing to be determined, probably fall 10
  • Data Collection – Surveys• Common core of questions, with some customization based on local model• Topics include:  Perceptions of the program and school conditions  Engagement in activities, new roles, and PD  Use of value added measures  Changes in teacher effectiveness and behavior  Changes in administrative behavior and school processes 11
  • Data Collection – Case Studies• Strategically selected sample of six districts  District size  Grade levels involved  Geographical location  Program components• Annual visits to 12 schools within those districts• Initial visits took place Spring 2012• Subsequent visits likely during Spring semester 12
  • Data Collection – Case Studies• Interviews with teachers, principals, and district and union staff• Topics will include:  Perceived strengths and weaknesses of local models  Communication  Perceived changes in behavior, processes  Lessons learned 13
  • Data Collection – StudentOutcomes• Value-added data to measure the impact of incentives on teacher effectiveness• Ohio has contracted with BFK to obtain student and teacher data and calculate scores for individual teachers• Westat will coordinate with BFK and ODE to obtain value-added data 14
  • Findings from OTIF1• Student Achievement  No statistical relationship between OTIF participation and OAT reading and math scores in the TAP districts  In non-TAP districts, a small but statistically significant effect on reading achievement was observed, but no effect on math scores  Most of this effect was attributable to reading score increases in one district • Toledo distributed the most incentives both in terms of numbers and total value 15
  • Findings from OTIF1• Stakeholder Response and Implementation  Support was relatively high from outset  Teachers valued recognition over financial incentive  Teachers unlikely to respond positively to incentive criteria they perceive to be outside of their control, of inadequate value, or unrealistic to achieve  Most perceived improvement in collaboration  Some principals never engaged their staff or actively moved to adopt program model  Time delay before payouts seen as problematic 16
  • What Accounts for Findings?• Lack of awareness and knowledge• Dollar value of incentives not perceived as meaningful• Site coordinators not empowered to make decisions• Initiative not perceived to be sustainable• Cost share provision not pursued• Contextual factors• “We’re already working as hard as we can.” 17
  • Recommendations from OTIF1• Ensure effective, ongoing communication• Offer professional development on using value added data and other teacher evaluation data• Apply meaningful, appropriate, achievable criteria• Build into district personnel policy, not layer on• Connect with larger educational reforms• Plan for absorbing costs or modifying compensation structure to make program sustainable 18
  • Questions• Westat evaluation team  Keith MacAllum, Project Director keithmacallum@westat.com  John Wells, Survey Manager johnwells@westat.com  Liam Ristow, Case Study Manager liamristow@westat.com 19