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Incentive Strength and Teacher Productivity: Evidence from a Group-Based Teacher Incentive Pay System

Scott Imberman () and Michael Lovenheim ()

The Review of Economics and Statistics, 2015, vol. 97, issue 2, 364-386

Abstract: We estimate the impact of incentive strength on achievement under a group-based teacher incentive pay program. The system provides variation in the share of students in a subject-grade that a teacher instructs, which proxies for incentive strength. We find that achievement on incentivized exams, but not nonincentivized exams, improves when incentives strengthen. For the incentivized exams, we find that effects fade out monotonically as a teacher's portion of the group increases to between 20 and 30 percentage and are larger for teachers with low-achieving students. Calculations based off these estimates show modest positive effects of the program overall. © 2015 The President and Fellows of Harvard College and the Massachusetts Institute of Technology

Keywords: incentive strength; achievement; teacher; pay program; incentivized exams; nonincentivized exams; monotonically (search for similar items in EconPapers)
JEL-codes: I21 I20 H00 J00 J45 (search for similar items in EconPapers)
Date: 2015
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The Review of Economics and Statistics is currently edited by Amitabh Chandra, Olivier Coibion, Bryan S. Graham, Shachar Kariv, Amit K. Khandelwal, Asim Ijaz Khwaja, Brigitte C. Madrian and Rohini Pande

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