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High-performing Teachers Who Received Bonuses More Likely To Stay In Tough Schools, Says Peabody Professor

Highly-rated Tennessee teachers placed in chronically low-performing schools who received bonuses were more likely to stick around than teachers who did not receive bonuses, according to yet-to-be-published research from Vanderbilt University.

At a conference of the Education Writers Association in Nashville last week, Vanderbilt associate professor Matthew G. Springer, the director of the federally-funded National Center on Performance Incentives, shared findings from his research on the Tennessee Department of Education’s Signing and Retention Bonus Program.