Below are select reports examining the impact of the National Institute for Excellence in Teaching's initiatives on teaching and learning.
TAP Research Summary: December 2017
With two decades of implementation in urban, suburban, rural, remote, tribal, public, private, and charter schools, the TAP System is impacting educators and students across the country. This document summarizes results from prior selected studies of TAP's impact and spotlights several new studies showcasing improved student achievement in Louisiana and Texas TAP schools, strongly positive attitudes from principals and teachers implementing the TAP System, and NIET's work with institutions of higher education.
Staying Power: The Impact of the TAP System on Retaining Teachers Nationwide
Each year teacher turnover presents instructional, organizational, and financial burdens that impact students, teachers, schools and communities. High levels of teacher turnover drain valuable resources and make it difficult to build a high-performing, stable teaching faculty. This is particularly true in high-need schools where teacher attrition levels are higher than average. This paper examines the impact of the TAP System on retaining teachers, and ultimately, on retaining effective teachers. Results of the study, which examines over 12,000 teachers across ten states, show that TAP System schools retain approximately 14% more teachers than comparable non-TAP schools. Further, teachers in the TAP System schools significantly increased their effectiveness from one school year to the next. This paper demonstrates the power of the TAP System to retain effective teachers and discusses the associated benefits to retaining more effective teachers.
TAP High School Symposium: Lessons Learned from Principals and Teachers
Since the 1999-2000 school year, TAP(TM): The System for Teacher and Student Advancement (TAP) has been implemented in hundreds of schools across the nation and demonstrated an ability to raise student achievement, improve the quality of instruction and increase the ability of high-need schools to recruit, retain and support effective teachers. The TAP System has been implemented in schools across nearly 20 states in urban, suburban, rural, and tribal districts, as well as at the elementary, middle, junior, and high school levels. Throughout TAP's 15-year history, much information has been learned with regard to the most effective and efficient method to ensure high fidelity implementation. As NIET continues to expand its partnerships with schools, this document specifically examines NIET's lessons learned for implementation procedures at the high school level.
TAP System Leads to Improved Achievement and Practice in Louisiana
Dale Mann, Ph.D., Trevor Leutscher, Ph.D., R. Martin Reardon, Ph.D.
This third-party study documents how TAP: The System for Teacher and Student Advancement improves student achievement and teacher practices compared to similar schools.
Conducted by Interactive, Inc., a national firm specializing in education program evaluation, the two-year study included schools from across Louisiana, including elementary, middle,and high schools in urban, suburban, and rural communities.
Louisiana was selected because it has one of the longest standing TAP implementations reaching back to 2001, with nearly 80 schools participating in the 2012-2013 school year.
The study's lead author, Dr. Dale Mann, concluded that "the TAP schools outperform the comparison schools despite the fact that some of the comparison schools had 'teacher coaches,' 'teacher leaders,' and Professional Learning Communities that resemble TAP's cluster groups.
"The multiple, positive outcomes from the TAP System-participating schools makes the point that intensive,comprehensive, and sustained interventions are necessary to transform schooling."
Increasing Educator Effectiveness: Lessons Learned from Teacher Incentive Fund Sites
In Increasing Educator Effectiveness: Lessons Learned from Teacher Incentive Fund Sites, researcher and author Jonathan Eckert finds that approaches spurred by the federal Teacher Incentive Fund (TIF) to change the ways that educators are trained, supported, evaluated and compensate dare "good investments" to strengthen teaching and learning.The report comes to these conclusions through the examination of the federal program's impact on teachers,students and policy-at-large at nine different sites in Louisiana, Arizona, North Carolina, South Carolina, Virginia, Indiana and Tennessee. This is a follow-up to Eckert's 2010 report, Performance-Based Compensation: Design and Implementation at Six Teacher Incentive Fund Sites, funded by the Joyce and Gates Foundations.
Beyond Job Embedded: Ensuring That Good Professional Development Gets Results
National Institute for Excellence in Teaching
Recent research has proven that "job-embedded" professional development (PD) can improve instruction and student learning--if there is a sufficient infrastructure in place to support, oversee and reinforce it. In this report, NIET outlines how it uses TAP: The System for Teacher and Student Advancement to ensure that "job-embedded" PD--professional development delivered by site-based teacher leaders during the school day--results in student academic growth. Specifically, NIET describes how TAP incorporates a structure to maximize the impact of collaborative learning teams and instructional coaching--both strategies that recent studies found to be potentially effective. TAP also takes the critical next step to support, oversee and reinforce PD through a range of other mechanisms, including explicit teacher leadership roles, clear but achievable responsibilities for principals, school wide instructional leadership teams, and alignment with other human resource strategies.
Performance-Based Compensation: Design and Implementation at Six Teacher Incentive Fund Sites
Dr. Jonathan Eckert
Funded by the Bill and Melinda Gates Foundation and the Joyce Foundation, this paper presents an analysis of six sites that are implementing teacher and principal compensation reforms under the Teacher Incentive Fund (TIF).Of the six sites studied, four are implementing TAP. Through interviews, focus groups, data analysis and site-based observations, Eckert identified a number of similarities in the design and implementation of these projects. From Eckert's analysis, these common practices contributed to promising results in these six TIF sites and provide insight for states and districts looking to design effective performance-based compensation systems.
More Than Widgets: TAP: A Systemic Approach to Increased Teaching Effectiveness
Dr. Jonathan Eckert, Ed.D.
This paper outlines how the TAP system effectively addresses the problems that were identified in The New Teacher Project's 2009 report, The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness. More specifically, The Widget Effect made four recommendations to improve teaching effectiveness:
1) differentiate teachers based on effectiveness;
2) identify and train expert evaluators;
3) integrate evaluation with teacher support; and
4) provide options for ineffective teachers.
In this paper, Eckert explains how TAP fulfills each of these recommendations in meaningful, sustainable ways.