State of the States 2022: Teacher Compensation Strategies
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| Title: | State of the States 2022: Teacher Compensation Strategies |
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| Language: | English |
| Authors: | Saenz-Armstrong, Patricia, National Council on Teacher Quality |
| Source: | National Council on Teacher Quality. 2022. |
| Availability: | National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org |
| Peer Reviewed: | N |
| Page Count: | 25 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Bill and Melinda Gates Foundation Daniels Fund Joyce Foundation Walton Family Foundation |
| Document Type: | Reports - Research Numerical/Quantitative Data |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Educational Policy, State Policy, Teacher Salaries, Compensation (Remuneration), Teacher Selection, Teacher Persistence, Merit Pay, Teaching Experience, Elementary Secondary Education, Emergency Programs, Grants, Federal Aid, Diversity (Faculty), Incentives, Teacher Evaluation |
| Geographic Terms: | Kentucky, Louisiana, Ohio, Idaho, Maine, Missouri, Nevada, Georgia, Indiana, Maryland, South Dakota, Vermont, Utah, West Virginia, Connecticut, Michigan, Florida, Minnesota, New York, Hawaii, Texas, Alabama, North Carolina, Rhode Island, South Carolina |
| Laws, Policies and Program Identifiers: | Elementary and Secondary School Emergency Relief Fund |
| Abstract: | Salaries are one of the most powerful policy levers states and school districts can use to attract qualified, effective, and diverse teachers. What role do states play in supporting strategic use of salaries? This report examines the state teacher compensation policies that influence districts' potential strategic use of teacher pay. It analyzes three types of state policies that aim to attain three purposes: (1) Differentiated pay: To attract teachers to traditionally hard-to-staff subjects or schools; (2) Performance pay: To reward high-performing teachers; and (3) Pay for prior work: To compensate teacher candidates for prior experience relevant to teaching. With the influx of federal Elementary and Secondary School Emergency Relief (ESSER) funds, some states have designed new or expanded already existing initiatives aimed to attract or retain teachers to hard-to-staff positions. The analysis in this report includes these state strategies, while acknowledging that they might only remain in place temporarily while ESSER funds remain available. [For the the second report in this three-part series, "State of the States 2021: Teacher Preparation Policy," see ED611532.] |
| Abstractor: | ERIC |
| Entry Date: | 2022 |
| Accession Number: | ED623248 |
| Database: | ERIC |
| Abstract: | Salaries are one of the most powerful policy levers states and school districts can use to attract qualified, effective, and diverse teachers. What role do states play in supporting strategic use of salaries? This report examines the state teacher compensation policies that influence districts' potential strategic use of teacher pay. It analyzes three types of state policies that aim to attain three purposes: (1) Differentiated pay: To attract teachers to traditionally hard-to-staff subjects or schools; (2) Performance pay: To reward high-performing teachers; and (3) Pay for prior work: To compensate teacher candidates for prior experience relevant to teaching. With the influx of federal Elementary and Secondary School Emergency Relief (ESSER) funds, some states have designed new or expanded already existing initiatives aimed to attract or retain teachers to hard-to-staff positions. The analysis in this report includes these state strategies, while acknowledging that they might only remain in place temporarily while ESSER funds remain available. [For the the second report in this three-part series, "State of the States 2021: Teacher Preparation Policy," see ED611532.] |
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