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Research consistently shows that teacher quality is a powerful determinant of student achievement gains. It has also been shown that urban school districts serving low-performing, low-income, and/or minority students have a less-qualified teacher workforce. This disparity can be traced back to both teacher recruitment and retention; urban school districts have a harder time recruiting teachers, and their retention rates are much lower than surrounding districts in the labor market. In order to improve teacher recruitment and retention, an increasingly popular intervention for urban school districts is raising teacher salaries, often in targeted areas. While there is evidence to suggest that teachers respond to compensation in deciding to become or remain teachers, there is little empirical research studying the effectiveness of compensation increases in recruiting or retaining high-quality teachers in high-need schools and districts. To address this gap, this dissertation assesses the effect of a salary increase on teacher recruitment and retention in the San Francisco Unified School District (SFUSD). Specifically, I examine the effect of the Quality Teacher and Education Act of 2008 (QTEA), which introduced an overall salary increase ($500-6,300, varying by placement on the salary schedule), a $2,000 bonus for teaching in a hard-to-staff school, a $1,000 bonus for teaching in a hard-to-fill subject, and retention bonuses ($2,500 after the 4th year and $3,000 after the 8th year). In teacher recruitment, I show that QTEA's salary increase improved SFUSD's attractiveness within the local teacher labor market and increased both the size and quality of the teacher applicant pool. Furthermore, I show that such changes to the applicant pool led to moderate improvements in the quality of new-hires. In teacher retention, the pattern of results shows that QTEA had only a minor (if any) effect. It appears that QTEA's possible effect was limited by the economic downturn corresponding with the policy's implementation. Teacher retention increases during this time period (because high local unemployment rates limited alternative employment options) leave little room for QTEA to have an additional effect. The analyses in this dissertation provide a first step in understanding the potential effect of policies like QTEA in improving the quality of the teacher workforce in urban school districts. The fact that I am able to detect change in teacher recruitment in such a short time provides an indication that compensation increases, even of a relatively small size, can be used as a lever for redistributing teachers, which is particularly important given the substantially unequal sorting of teacher quality across schools and districts.
This book asks whether higher salaries have improved the quality of newly recruited teachers. It reviews data on the characteristics of beginning teachers and shows how important features of the labor market for teachers systematically undermine efforts to improve teacher quality. The text also offers a comparison of personnel policies and staffing patterns in public and private schools, focusing on national trends in teacher recruitment. It discusses ways to measure teacher quality, examines several indicators of quality, such as student achievement and principals' ratings of their staffs, and then uses these findings to assess the evidence on salary growth and teacher recruitment. It looks at what has gone wrong with teacher recruitment and offers an analysis of the operation of the teacher labor market so as to interpret findings. These results are used to review the implications for teacher recruitment of various other reforms of current interest. The text also describes the prospects for reform by examining salary differentiation and rising standards and assesses personnel policies in the private sector to see whether private schools offer a model for reforming public education. This section details teacher quality, working conditions, and compensation policies. The book concludes with a summation of its major points. (Contains an index, approximately 315 references, 12 data tables and 17 figures.) (RJM)
When negotiating new teacher contracts, most districts, no doubt, are focusing discussions on averting wage freezes and massive layoffs. But prudent districts--those looking for long-term solutions to budget problems as well as those seeking to more fairly compensate the most effective teachers--are reconsidering the traditional salary schedule, which rewards teachers for years of experience and graduate credits. More than a half century ago, districts developed teacher salary schedules, embedding the incentives for both experience and education as a response to real inequities in pay. Previously, higher salaries had been reserved for principals' favorites, high school teachers rather than their elementary counterparts and males instead of females. But today, one can make the case that the current approach to teacher compensation has outlived its usefulness. For example, accountability systems discourage principals from making salary choices that are not in a school's best interest and anti-discrimination laws protect teachers against unjust compensation decisions. Most significantly, the salary schedule, as currently defined, does not consider teacher effectiveness, making it inherently unfair to talented teachers. It has also led to "wage compression," meaning that teachers with the most aptitude earn no more than teachers with the lowest aptitude, rendering teaching an unattractive career choice for talented college graduates. This paper argues for wholesale innovations in teacher compensation. This paper makes the case that truly effective teacher pay reform is best achieved by aligning compensation with a district's primary needs: improving student achievement and placing the best teachers where they are needed most. To study this issue in detail, this paper drew upon the National Council on Teacher Quality's TR[3] database, which contains teacher contracts, school board policies and state laws governing the teaching profession in over 100 large school districts. This paper also presents additional data sampled from 13 large public school districts. (Contains 10 figures and 10 footnotes.).
"This is a good and needed book. I would buy it, and recommend it to a wide range of educators." -Kenneth D. Peterson, Author Professor, Portland State University "The authors have amassed a tremendous amount of information and assembled it into a very readable book that is an excellent resource." -Randel Beaver, Superintendent, Archer City School District, TX Attract and retain the highest-quality teachers through competitive compensation programs! While many working in the teaching profession cite intangible rewards as reasons for staying in the profession, concrete rewards such as salary, benefits, and working conditions are inextricably linked to attracting, developing, and retaining highly-qualified teachers. This timely text examines the fundamental link between teacher pay and teacher quality as well as the extent to which compensation can be aligned with student achievement. A range of existing compensation models are reviewed in order to provide a balanced, practical, research-based approach for developing a comprehensive, best-practice teacher compensation system. School administrators can use these synthesized, innovative findings to Determine the most practical compensation model for achieving their school′s objectives Examine different pay options used across the country Connect their school′s compensation program to organizational goals Discover how to attract and retain high-quality teachers Advance student achievement and improve teacher retention by developing a deeper understanding of the connection between teacher pay and teacher quality.
This review of existing teacher compensation models provides school administrators with a research-based approach for developing a compensation system that attracts and retains high-quality teachers.
Is your school system considering teacher merit pay? Now is the time to understand the potential benefits and pitfalls of performance-based teacher pay, as well as how today's most successful programs were developed. Drawing on substantial research with school districts, Gary Ritter and Joshua Barnett provide a step-by-step approach to setting up a merit pay system in your school district. Readers will find, An overview of existing merit pay programs and their strengths and weaknesses, A review of the 12 most common myths about merit pay and how school leaders can respond, Six guiding principles for designing a merit pay program, along with how-to's and timelines for every phase, Guidance on creating balanced assessments based on multiple measures of teacher effectiveness, developed in collaboration with teachers, Ensure that-your district's merit pay program supports teachers' professional growth, schoolwide progress, and student achievement. Book jacket.
Designed to give school district administrators and policymakers a basic understanding of those factors that affect the present and future teacher compensation.
This book argues that changing the way that teachers are paid and offering targeted financial incentives to teachers willing to take on more difficult assignments is a critical part of an overall strategy to attract and retain highly qualified teachers in the nation's most challenging schools.