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

Roland G. Fryer
Journal of Labor Economics
Vol. 31, No. 2 (April 2013), pp. 373-407
DOI: 10.1086/667757
Stable URL: http://www.jstor.org/stable/10.1086/667757
Page Count: 35
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Teacher Incentives and Student Achievement: Evidence from New York
                    City Public Schools
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Abstract

As global policy makers and school leaders look for ways to improve student performance, financial incentives programs for teachers have become increasingly popular. This article describes a school-based randomized trial in over 200 New York City public schools designed to better understand the impact of teacher incentives. I find no evidence that teacher incentives increase student performance, attendance, or graduation, nor do I find evidence that these incentives change student or teacher behavior. If anything, teacher incentives may decrease student achievement, especially in larger schools. The article concludes with a speculative discussion of theories to explain these stark results.

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