But teacher recruitment and retention under the program may not benefit the highest-need schools, according to a new working paper released by the Annenberg Institute at Brown University in advance of peer review.
For the study, Patrick Massey of Michigan State University used teacher and student administrative data for all Texas public K-12 schools from the 2011–12 through 2024–25 school years and state data on the allotment grants and teacher awards from 2019-24 to track nearly 40,000 teachers’ job mobility in the years after they were identified for a bonus.