An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP) After Four Years. Washington, DC: Mathematica Policy Research

By S. Glazerman, Allison Seifullah. 2012

50 citations recorded by the source corpus.

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Teacher Evaluation Policy and Conflicting Theories of Motivation (2014, background): “Yet, the more rigorous evaluations find small to no improvement in student achievement in TAP schools even after as much as 4 years of implementation and modest but inconsistent effects on teacher retention (Glazerman & Seifullah, 2012; Springer, Ballou, & Peng, 2008).”
Incentives, Selection, and Teacher Performance: Evidence from IMPACT. (2015, unknown): “The evidence from this study suggests that random assignment to TAP did not raise student achievement (Glazerman & Seifullah, 2012).”
Fostering and Measuring Skills: Interventions that Improve Character and Cognition (2013, background): “He cites evidence showing that greater discipline improves test scores and behavior (125)See, for example, the Teacher Advancement Program in Chicago Public Schools (Glazerman and Seifullah, 2012).”
Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Evaluations (2014, background): “79 Two exceptions are merit pay programs in Mexico (Behrman et al., 2012) and Chicago (Fryer et al., 2012), discussed in earlier footnotes.”