Lingering Effects: An Analysis of the Teacher Incentive Fund

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Abstract/Contents

Abstract: The ability to predictably increase student outcomes has clear value to primary and secondary education. The methods by which that is achieved, however, are less clear. Throughout the past few decades, several government programs and plans have been put forth to improve these outcomes. The Teacher Incentive Fund “TIF” is a unique government grant program that specifically targets teacher and administrator professional development. Using data from the Texas Education Agency, I seek to determine the effect of the TIF on 5th grade standardized test scores as well as SAT scores and participation rate. The grants studied last only 5 years, raising the additional question of whether or not such a short-term grant can have longer-term effects at a school. I look for these “lingering” effects as well as effects during the 5-year grant period using a set of difference in differences regressions using both synthetic and non-synthetic control groups. The non-synthetic results yield inconclusive or no evidence for each hypothesis tested. The synthetic-control regressions provide 1) weak evidence for a positive effect on SAT participation rate and negative effect on SAT scores during the active grant period in large cities; 2) weak evidence for positive active-grant and lingering effects on 5th grade standardized math scores in Austin ISD but no evidence of effects on reading or either reading or math in other regions tested (state-wide and Houston ISD).

Author	Staggs, Tyler
Thesis advisor	Hoxby, Caroline

DOI	https://doi.org/10.25740/ny470wt8363
Location	https://purl.stanford.edu/ny470wt8363

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Preferred citation: Staggs, T. (2022). Lingering Effects: An Analysis of the Teacher Incentive Fund. Stanford Digital Repository. Available at https://purl.stanford.edu/ny470wt8363

Stanford University, Department of Economics, Honors Theses

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