Estimating Compensating Wage Differentials for Public School Teachers in High-Poverty and High-Minority Schools: Evidence from U.S. National Data, 1988-2018. EdWorkingPaper No. 25-1308
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| Title: | Estimating Compensating Wage Differentials for Public School Teachers in High-Poverty and High-Minority Schools: Evidence from U.S. National Data, 1988-2018. EdWorkingPaper No. 25-1308 |
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| Language: | English |
| Authors: | Jieon Shim (ORCID |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 49 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) Institute of Education Sciences (ED) National Center for Education Statistics (NCES) (ED/IES) |
| Contract Number: | 1950292 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teacher Salaries, Salary Wage Differentials, Elementary Secondary Education, National Surveys, Disadvantaged Schools, Poverty, School Demography, Minority Group Students, Rural Schools, Geographic Location, STEM Careers, Urban Teaching, Educational Background, Public School Teachers |
| Assessment and Survey Identifiers: | National Teacher and Principal Survey (NCES), Schools and Staffing Survey (NCES) |
| Abstract: | Using a hedonic wage framework, this paper estimates compensating wage differentials (CWDs) for teachers in high-poverty and/or high-minority schools, drawing on thirty years of nationally representative data from the School and Staffing Surveys (SASS), National Teacher and Principal Survey (NTPS), and Common Core of Data (CCD), 1988-2018. We also examine CWDs for teachers with STEM BA degrees and for rural teachers. Results indicate that salaries reflect positive CWDs in high-minority schools but consistent wage penalties in high-poverty schools. STEM BA teachers, despite generally earning a premium, face an additional 0.11% wage penalty for each 1-percentage-point increase in school poverty and an even larger penalty in rural areas. Rural teachers experience an added 0.07% penalty under the same conditions. These findings highlight enduring disparities in teacher compensation by school demographics, subject specialization, and geography, with implications for addressing teacher shortages in disadvantaged settings. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED678299 |
| Database: | ERIC |
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