No Pay? No Way! Teacher Compensation Reforms and the Market for Graduate Degrees. EdWorkingPaper No. 25-1364
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| Title: | No Pay? No Way! Teacher Compensation Reforms and the Market for Graduate Degrees. EdWorkingPaper No. 25-1364 |
|---|---|
| Language: | English |
| Authors: | Taylor Odle, Patrick Lavallee Delgado, Annenberg Institute for School Reform at Brown University |
| 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: | 23 |
| Publication Date: | 2025 |
| Sponsoring Agency: | University of Wisconsin-Madison, Office of the Vice Chancellor for Research (OVCR) Wisconsin Alumni Research Foundation (WARF) Institute of Education Sciences (ED) |
| Contract Number: | R305B200035 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Salaries, Compensation (Remuneration), Labor Market, Graduate Study, Academic Degrees, Credentials, Declining Enrollment, Educational Policy, Higher Education, Federal Aid, Teacher Education Programs, Tuition, Research Universities, State Aid |
| Geographic Terms: | Tennessee |
| Abstract: | Graduate degrees in education provide financial stability for many institutions, yet reformers have sought to decouple teacher pay from these credentials. Without a wage premium, educators may skip advanced study, reducing enrollment at nearby universities. Using a natural experiment in Tennessee, we show that eliminating a graduate degree wage premium for teachers led to a 27% (140 student) enrollment decline in education fields alone, with larger effects at non-research-intensive universities. This drop subsequently reduced institutional tuition revenue and related state funding. We discuss implications for universities, the teacher pipeline, and the broader relationship between state higher education and K-12 policy. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED678326 |
| Database: | ERIC |
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