{"id":3736,"date":"2013-12-05T16:48:15","date_gmt":"2013-12-05T20:48:15","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=3736"},"modified":"2013-12-05T16:52:17","modified_gmt":"2013-12-05T20:52:17","slug":"effects-of-incentives-for-high-performing-teachers-to-transfer-to-low-achieving-schools","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/effects-of-incentives-for-high-performing-teachers-to-transfer-to-low-achieving-schools\/","title":{"rendered":"Effects of Incentives for High-performing Teachers to Transfer to Low-achieving Schools"},"content":{"rendered":"

\"National<\/a>One policy response to the challenge of attracting high-performing teachers to low-achieving schools is offering teachers monetary incentives to transfer. This report examines impacts of transfer incentives — including the willingness of teachers to transfer when offered an incentive, teacher retention in the schools to which they transferred, and the impact of transfer incentives on student achievement at low-performing schools.<\/p>\n

Ten school districts in seven states participated in the random assignment study, called the Talent Transfer Initiative (TTI). The highest-performing teachers in each district \u2013 those who had raised student achievement year after year as measured by \u201cvalue added\u201d — were offered $20,000 to teach at a lower-performing district school for two years.<\/p>\n

The study found that:<\/p>\n

\u2022 The transfer incentive successfully attracted high-performing teachers<\/b> to lower-performing schools and retained them in these schools during the two years.<\/p>\n

\u2022 Transfer incentives had a positive impact on math and reading achievement at the elementary school level.<\/b> These impacts were equivalent to raising achievement by between 4 and 10 percentile points relative to all students in their home state.<\/p>\n

\u2022 There was no impact on student achievement at the middle school level in either math or reading.<\/b><\/p>\n

To read more about the study research design and its results, visit<\/p>\n

http:\/\/ies.ed.gov\/pubsearch\/pubsinfo.asp?pubid=NCEE20144003<\/a>.<\/p>\n

Melissa Tooley, writing for New America Foundation<\/a>, argues that money is not enough to keep high quality teachers in high need schools. She points to the positive impact high-quality teachers had — but the limits of using purely financial tools to get them in the right classrooms.<\/p>\n

On the positive side:<\/i><\/p>\n