Early Implementation Experiences of the 2010 Teacher Incentive Fund Grantees (Snapshot)

NCEE Study Snapshot
Publisher: Princeton, NJ: Mathematica Policy Research
Sep 16, 2014
Jeffrey Max, Jill Constantine, Alison Wellington, Kristin Hallgren, Steve Glazerman, Hanley Chiang, and Cecilia Speroni

Key Findings

  • Implementation was a challenging for all districts--fewer than half implemented all four required program components. 
  • Communication about the program's performance measures and bonuses was also challenging. Educators did not always understand the performance measures and bonuses used for TIF.

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. This snapshot of the program looks at the early implementation experiences of the 2010 TIF grantees.

After the first year of implementation, fewer than half of the districts receiving Teacher Incentive Fund (TIF) grant funds in 2010 reported implementing all four of the required program components for teachers. However, a large majority of TIF districts implemented at least three of the four components. In the subset of 10 evaluation districts, educators did not always understand the performance measures and pay-for-performance bonuses used for TIF. More t.han half of teachers did not know they were eligible for pay-for-performance bonuses and teachers underestimated the size of pay-for-performance bonuses they could earn through TIF.

Pay-for-Performance: Evaluating the Teacher Incentive Fund


U.S. Department of Education, National Center for Education Evaluation

Time Frame


Senior Staff

Cecilia Speroni
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Kristin Hallgren
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Jill Constantine
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