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Effective Teachers in High Poverty Schools Incentive Program Report. Report to the Education Interim Committee

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Bibliographic Details
Title: Effective Teachers in High Poverty Schools Incentive Program Report. Report to the Education Interim Committee
Language: English
Authors: Jonathan Collins, Erica Horsley, Meghan Everette, Utah State Board of Education (USBE)
Source: Utah State Board of Education. 2025.
Availability: Utah State Board of Education. 250 East 500 South, Salt Lake City, UT 84111. Tel: 801-538-7500; Web site: https://www.schools.utah.gov/
Peer Reviewed: N
Page Count: 8
Publication Date: 2025
Intended Audience: Policymakers
Document Type: Reports - Descriptive
Descriptors: Teacher Effectiveness, Poverty, Compensation (Remuneration), Incentives, Teacher Salaries, Program Evaluation, Disadvantaged Schools, Teacher Recruitment, Teacher Persistence, Job Satisfaction, Recognition (Achievement), Teacher Motivation, Career Choice, Faculty Mobility, State Legislation, Educational Legislation, Low Income Students, Teacher Attitudes, Teaching Conditions, Program Effectiveness
Geographic Terms: Utah
Abstract: During the 2017 General Session, the Legislature passed House Bill 212, "Incentive for Effective Teachers in High Poverty Schools," which provides an annual salary bonus to eligible teachers in high poverty schools. This report is provided to the Education Interim Committee to evaluate the extent to which a salary bonus improves recruitment and retention of effective teachers in high poverty schools. During the 2024-2025 school year, 208 teachers received a salary bonus of $7,000. Very little evidence is found that the program is being used to recruit teachers at high poverty schools. In terms of retention, for many of the teachers surveyed, their main reason for teaching in their current school is that they find satisfaction in working with students from low- income families and diverse backgrounds and the impact they make in the lives of their students. In other words, the data suggest that teachers stay in high poverty schools due to a broader subset of factors. Many teachers described the salary bonus as a form of recognition and motivation. Fifty-eight teachers (66%) indicated that the salary bonus had influenced their personal career decisions, often encouraging them to stay in their schools. However, eight teachers (9%) shared that they expect to either leave the teaching profession or move to a different school within the next 12 months despite receiving the salary bonus.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED677568
Database: ERIC
Description
Abstract:During the 2017 General Session, the Legislature passed House Bill 212, "Incentive for Effective Teachers in High Poverty Schools," which provides an annual salary bonus to eligible teachers in high poverty schools. This report is provided to the Education Interim Committee to evaluate the extent to which a salary bonus improves recruitment and retention of effective teachers in high poverty schools. During the 2024-2025 school year, 208 teachers received a salary bonus of $7,000. Very little evidence is found that the program is being used to recruit teachers at high poverty schools. In terms of retention, for many of the teachers surveyed, their main reason for teaching in their current school is that they find satisfaction in working with students from low- income families and diverse backgrounds and the impact they make in the lives of their students. In other words, the data suggest that teachers stay in high poverty schools due to a broader subset of factors. Many teachers described the salary bonus as a form of recognition and motivation. Fifty-eight teachers (66%) indicated that the salary bonus had influenced their personal career decisions, often encouraging them to stay in their schools. However, eight teachers (9%) shared that they expect to either leave the teaching profession or move to a different school within the next 12 months despite receiving the salary bonus.