The Impact of Teacher Performance Pay Programs on Student Academic Achievement: A Meta-Analytic Review

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Abstract

This study examines the impact of teacher performance pay programs on student academic achievement through a meta-analysis of 37 empirical studies (356 effect sizes) . The results indicate that performance pay has a significant positive effect on mathematics achievement (SMD = 0.222, p < 0.01) and a significant negative effect on language achievement (SMD = -0.327, p < 0.001). Moderator analysis reveals that team-based incentives at the primary level and individual-based incentives at the secondary level are more effective. Regional comparisons show that programs implemented outside the United States tend to produce positive outcomes, whereas those within the United States exhibit negative effects. Programs incorporating intrinsic motivation, extended implementation duration, and honor-based or comprehensive incentive structures demonstrate stronger positive impacts.

Authors

• Ran Zhao, Beijing Normal University

• YUHONG DU, Beijing Normal University