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January 01, 2007

Teacher Advancement Program (TAP) Teachers, Schools Demonstrate Higher Achievement Growth Than Controls

A report released by the National Institute for Excellence in Teaching (NIET) — which operates the Teacher Advancement Program (TAP) in more than 130 schools across the country — concludes that teachers and schools participating in the program produce higher student achievement growth than their control counterparts. Comparisons also show TAP's meaningful results in terms of adequate yearly progress (AYP), and its support among teachers as an effective professional development program.

The multifaceted evaluation, titled "The Effectiveness of the Teacher Advancement Program," is based on the latest student achievement growth data available utilizing the SAS(R) EVAAS(R) value-added assessment model , adequate yearly progress (AYP), and teacher attitudes. "Value-added" refers to the student achievement gains made each year based on pre- and post-test outcomes.

Since its launch in 1999, TAP has grown to become one of the nation's leading comprehensive school reforms incorporating performance-based compensation in the context of powerful opportunities for career advancement, ongoing professional development and a fair teacher accountability system. Designed to restructure and revitalize the teaching profession with the ultimate goal of improving student achievement, TAP is impacting more than 4,000 teachers and 60,000 students in 14 states plus the District of Columbia.

Report Highlights:

Student Achievement Gains - Teacher Performance

Six TAP states had the latest SAS(R) EVAAS(R) value-added data available (2004-05 school year) for measuring teacher and school-wide performance: Arkansas, Colorado, Florida, Louisiana, Minnesota, and South Carolina.

TAP teachers produce higher student achievement growth than non-TAP teachers . Classified into five categories with 1 and 2 signifying teachers producing "less than an average year's growth" in student progress as estimated by the SAS(R) EVAAS(R) value-added model, and categories 3-5 representing teachers producing "an average year's growth or more," fewer TAP teachers than controls had students scoring below average, and more TAP teachers than controls had students scoring at or above the average amount of student achievement growth estimated for the school year.

An aggregate analysis of TAP teachers compared to controls showed that 38% of TAP teachers achieved more than one standard error above the average gain, whereas 26% of controls achieved more than one standard error above the average. Twenty-five percent of TAP teachers and 14% of controls achieved more than two standard errors above the average gain.

Student Achievement Gains - School-wide Performance

More TAP schools outperformed similar non-TAP schools in producing an average year's growth or more in both reading and math achievement . Comparing the percentage of TAP and control schools scoring below the estimated value-added average year's growth as determined by SAS(R) EVAAS(R) , and the percentage of schools scoring at or above the average, TAP schools outperformed their controls in 67% of the categories in math and in 100% of the categories in reading.

An aggregate analysis of TAP schools compared to control schools showed that 40% of TAP schools achieved more than one standard error above the average gain while 32% of control schools achieved more than one standard error above the average. Twenty-six percent of TAP schools and 18% of controls achieved more than two standard errors above the average gain.

Adequate Yearly Progress

In most comparisons between TAP schools' AYP results and statewide AYP averages, TAP schools compare favorably with the state as a whole when considering TAP schools' higher share of students on free or reduced-price lunch rates . This is based on the six TAP states' data evaluated from the 2004-05 and 2005-2006 school years.

Teacher Attitudes

Overall, TAP teachers compared to non-TAP teachers experience higher quality professional development, more opportunities for collaboration and collegiality, and more ways to improve their effectiveness in the classroom. This is based on TAP teacher surveys in comparison to other national teacher surveys.

    • Overall, TAP teachers support the four elements of TAP, and their support grows the longer they are in the program.
    • TAP teachers found their professional development to be more useful in improving their effectiveness in the classroom than teachers nationwide.
    • Performance pay has neither led to competition nor susceptibility to principal bias in TAP schools.

 

 


Media Contact:
Jana Rausch
Communications Director
(310) 570-4774 (office)
(310) 435-9259 (cell)
jrausch@niet.org