Teacher Advancement Program (TAP): Improving Teacher Quality to Raise Student Achievement
Intervention Details
Subjects
English Language Arts, Math, Science & STEMAcademic Program
General EducationDuration
4 yearsGrades
4, 5, 6, 7, 8Personnel
Administrator, Coach, General Education Teacher, Principal, School Counselor, Special Education Teacher
Intervention Summary
Chicago TAP is a schoolwide reform model that links teacher performance measures to pay and aligns mentoring and professional development with the performance measures so that teachers have the resources to improve their practice. Chicago TAP provides teachers with opportunities for professional growth through weekly cluster meetings, mentoring, and leadership roles. Teachers can earn extra pay and take on increased responsibilities through promotion (to mentor teacher or master teacher), and they become eligible for annual performance bonuses based on a combination of their contribution to student achievement (known as "value added") and observed performance in the classroom.
Grades
4, 5, 6, 7, 8Personnel
Administrator, Coach, General Education Teacher, Principal, School Counselor, Special Education TeacherStatistical Finding Summary
No effect on reading scores
No effect on math scores
No effect on science scores
Positive effect on teacher retention rates in the first two years of program rollout
Positive effect on teacher retention rates for teachers with less experience
Source
Glazerman, S. & Seifullah, A. (2012). An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP) after Four Years. Final Report (ED530098). ERIC. https://files.eric.ed.gov/fulltext/ED530098.pdf.
Data Sample by Population
These charts show the characteristics of the student populations studied. When assessing programs, you may want to prioritize interventions that yielded success in a similar demographic environment as your school or district.
The subgroup population data as studied here are not available. That means that while this study may work well for your setting, we cannot say based on the published study and results from our system’s reading of that study what the school/district subgroup characteristics were when evaluated here.