“Top elementary teachers who transferred to low-performing schools under a bonus program boosted their students’ learning significantly,” reports Ed Week’s Stephen Sawchuk. Middle school teachers who transferred did not produce gains, according to a Mathematica study of the federally financed Talent Transfer Initiative.
Most highly effective teachers turned down the transfers, notes Sawchuck.
The top 20 percent of teachers in each district were identified using each district’s own “value added” measure. They were offered a $20,000 bonus to switch, paid out over a two-year period. (Effective teachers already in those schools got $10,000).
Of 1,500 eligible teachers, only 81 decided to transfer to qualify for bonuses.
Tranferring teachers were more likely than colleagues to stay at their new schools during the two years when bonuses were paid. After that, they left at the same rate as other teachers.
Students in high-poverty, low-performing schools are much less likely to be taught by experienced and highly effective teachers, say advocates. But it’s not clear whether a teacher who’s effective with easy-to-teach students will be effective with high-risk students.
A different study last year also found teacher effectiveness is transferable, writes Sawchuk.