Teacher Incentives and Student Achievement: Evidence from New York City Public Schools

By Roland G. Fryer. Journal of Labor Economics, 2011

407 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4a6898843cd70b4b3479883c7624303b74f770a4

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Citations in the corpus

Incentives, Selection, and Teacher Performance: Evidence from IMPACT. (2015, unknown): “A second random-assignment study provided New York City teachers with rewards up to $3,000 for meeting performance targets (Fryer, 2013).”
Facts Are More Important Than Novelty (2014, background): “…domains listed above, education research has several examples of notable replications, including recent research on paying students for performance (e.g., Fryer, 2011; Levitt, List, Neckermann, & Sadoff, 2011) as well as the impact of merit pay on teachers (e.g., Fryer, 2013; Yuan et al., 2013).”
Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Evaluations (2014, background): “See, for example, studies on merit pay plans in New York (Fryer, 2011), Tennessee (Springer et al.”
No Margin, no Mission? A Field Experiment on Incentives for public service delivery (2014, background): “A notable exception is the literature on the effect of monetary incentives on teachers' performance, which finds markedly mixed results (Duflo et al., 2012; Fryer, 2013; Lavy, 2002; Glewwe et al., 2010; Muralidharan and Sundararaman, 2011).”
Social Experiments in the Labor Market (2016, unknown): “Another example is the increasing number of randomized trials evaluating the role of economic incentives for teachers (e.g., Fryer, Levitt, List, and Sadoff 2012; Fryer 2013; Springer et al. 2010).”
The Production of Human Capital in Developed Countries: Evidence from 196 Randomized Field Experiments (2016, unknown): “[98] Fryer, Roland.”
Teacher Effects and Teacher-Related Policies (2014, background): “, (2008, 2010) and Isenberg et al. (2009). They study how two teacher induction programs affect beginning teachers’ retention, classroom practices, and student achievement over a three year period.”
Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement (2015, background): “…imperative (Hanushek, 2009), longstanding traditions that reward education and training or of- fer financial incentives based on student achievement have been met with limited success (Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2006; Fryer, 2013; Harris & Sass, 2011; Springer et al., 2010).”
Challenges in Educational Reform: An Experiment on Active Learning in Mathematics (2015, background): “For example, Dobbie and Fryer (2013) peep into the black box of 39 charter schools in New York and correlate data on school practices with credible estimates of school’s effectiveness.”
The New Educational Accountability: Understanding the Landscape of Teacher Evaluation in the Post-NCLB Era (2016, background): “pay for performance and student achievement is mixed (see, e.g., Figlio and Kenny 2007; Fryer 2011; Goldhaber and Walch 2012; Springer et al. 2010).”