Group items tagged

This paper uses the Schools and Staffing Survey to examine the determinants of teacher salaries  in the U.S. using a spatial econometric framework.  These determinants include teacher salaries  in nearby districts, union activity in the district, union activity in neighboring districts, and other  school district characteristics.  The results confirm that salaries for both experienced and  beginning teachers are positively affected by salaries in nearby districts.  Investigations of the  determinants of teacher salaries that ignore this spatial relationship are likely to be mis-specified.   Including the effects of union activity in neighboring districts, the study also finds that union  activity increases salaries for experienced teachers by as much as 18-28 percent but increases  salaries for beginning teachers by a considerably smaller amount.   

Percentage of public school districts that had salary schedules for teachers and among those that had salary schedules, the average yearly teacher base salary, by various levels of degrees and experience and state: 2007-08

The teaching profession is crucial to America's society and economy, but public-school teachers should receive compensation that is neither higher nor lower than market rates. Do teachers currently receive the proper level of compensation? Standard analytical approaches to this question compare teacher salaries to the salaries of similarly educated and experienced private-sector workers, and then add the value of employer contributions toward fringe benefits. These simple comparisons would indicate that public-school teachers are undercompensated. However, comparing teachers to non-teachers presents special challenges not accounted for in the existing literature.

Leaders of the Milwaukee teachers union are campaigning for members to sacrifice a week's worth of their pay to help reduce class sizes next year in Milwaukee Public Schools, if legislation allowing them a window of time to negotiate a salary reduction is signed by Gov. Scott Walker. The MPS Children's Week Campaign, which will be discussed with the Milwaukee Teachers' Education Association membership beginning Saturday, is asking educators to give up 2.6% of their salary next year, or about five days of pay, to allow for class-size relief.

Taxpayer outrage arguments are in style these days (as if they ever really go out of style). Two particular taxpayer outrage arguments that have existed for some time seem to be making a bit of resurgence of late. Or, at least I think I've been seeing these arguments a bit more lately in the blogosphere and on twitter.  First, since now is the era of crapping on public school teachers and arguing for increased accountability specifically on teachers for improving student outcomes, there's the "I pay your salary so you should cower to my every demand" argument (I've heard only a few warped individuals take this argument this far, but sadly I have!).  Second, there's the persistent I pay for those schools and don't even use them argument, or the variant on that argument that I pay twice for schools because I send my kids to private schools.

As most people know, the majority of public school teachers are paid based on salary schedules. Most (but not all) contain a number of "steps" (years of experience) and "lanes" (education levels). Teachers are placed in one lane (based on their degree) and proceed up the steps as they accrue years on the job. Within most districts, these two factors determine the raises that teachers receive. Salary schedules receive a great deal of attention in our education debates.

We appreciate the governor's wish to rein in spending - we supported his initial proposal for a cap. But the salary cap is beginning to result in a talent drain and is worth rethinking. During a recent meeting of the New Jersey Association of School Administrators, William DeFabiis, superintendent in South Hackensack, issued this dire warning: If the salary cap issue is not addressed, there soon will be people being hired as superintendents who "years ago wouldn't even be considered" for the job.

U.S. Secretary of Education Arne Duncan called for a radical upending of the nation's teaching pipeline-higher salaries, improved performance-based teacher accountability, and a higher bar for prospective students to enter schools of education.

Economists have long speculated that individuals care about both their absolute income and their income relative to others. We use a simple theoretical framework and a randomized manipulation of access to information on peers' wages to provide new evidence on the effects of relative pay on individual utility. A randomly chosen subset of employees of the University of California was informed about a new website listing the pay of all University employees. All employees were then surveyed about their job satisfaction and job search intentions. Our information treatment doubles the fraction of employees using the website, with the vast majority of new users accessing data on the pay of colleagues in their own department. We find an asymmetric response to the information treatment: workers with salaries below the median for their pay unit and occupation report lower pay and job satisfaction, while those earning above the median report no higher satisfaction. Likewise, below-median earners report a significant increase in the likelihood of looking for a new job, while above-median earners are unaffected. Our findings indicate that utility depends directly on relative pay comparisons, and that this relationship is non-linear.

THE TEACHER SALARY PROJECT encompasses a feature-length documentary film, an interactive online resource, and a national outreach campaign that delves into the core of our educational crisis as seen through the eyes and experiences of our nation's teachers. This project is based on the New York Times bestselling book Teachers Have It Easy by journalist and teacher Daniel Moulthrop, co-founder of the 826 National writing programs Nínive Calegari, and writer Dave Eggers. American Teacher is produced by Eggers and Calegari, produced and directed by Academy Award-winning filmmaker Vanessa Roth, and narrated by Matt Damon.

Blatant forms of discrimination against women in academia have diminished since the Equal Pay Act and Title IX became law in 1964 and 1972, respectively. Yet gender differences in salary, tenure status, and leadership roles still persist among men and women in higher education. In particular, wage differences among male and female professors have not been fully explained, even when productivity, teaching experience, institutional size and prestige, disciplinary fields, type of appointment, and family-related responsibilities are controlled for statistically (see here).

Connecticut's SB 24 appears to be little more than boilerplate reformy legislation which, like similar legislation in other states, creates a massive smokescreen concealing the very real problems facing Connecticut school districts. I addressed in a previous post my concern that SB24′s emphasis on charter expansion as a solution for high poverty districts is misguided, mainly because most of those successful charter schools in CT are currently achieving their successes at least in part by NOT serving high poverty populations. And another part may be the additional resources of these schools, used for such things as increased school time, supported by increased teacher salaries.  But SB24 comes with few resources attached. The other major elements of SB24 involve teacher "effectiveness" with significant emphasis on use of student performance measures for teacher evaluation. For numerous posts on this topic, see: http://schoolfinance101.wordpress.com/category/race-to-the-top/value-added-teacher-evaluation/ A few points are in order before I move on.

This report compares the pay, pension costs and retiree health benefits of teachers with those of similarly qualified private-sector workers. The study concludes that teachers receive total compensation 52% greater than fair market levels, which translates into a $120 billion annual "overcharge" to taxpayers. Built on a series of faulty analyses, this study misrepresents total teacher compensation in fundamental ways. First, teachers' 12% lower pay is dismissed as being appropriate for their lesser intelligence, although there is no foundation for such a claim. Total benefits are calculated as having a monetary value of 100.8% of pay, while the Department of Labor disagrees, giving a figure of 32.8%-a figure almost identical to that of people employed in the private sector. Pension costs are valued at 32%, but the real number is closer to 8.4%. The shorter work year is said to represent 28.8% additional compensation but the real work year is only 12% shorter. Teachers' job stability is said to be worth 8.6%, although the case for such a claim is not sustained. In sum, this report is based on an aggregation of such spurious claims. The actual salary and benefits for teachers show they are in fact undercompensated by 19%.

By day, Wade Brosz teaches American history at an A-rated Florida middle school. By night, he is a personal trainer at 24 Hour Fitness. Brosz took the three-night a week job at the gym after his teaching salary was frozen, summer school was reduced drastically, and the state bonus for board certified teachers was cut. He figures that he and his wife, also a teacher, are making about $20,000 less teaching than expected to, combined.

"In a sense, these Gulen salary structures and claims of insufficient teacher supply especially in math and science may be providing us with some insights as to what happens when we choose to pay teachers so poorly and when we strip them of any expectation of increased wages with experience. Maybe they do really have a domestic teacher supply problem. But their solution to that problem is not a scalable solution for American public schooling at large (cheap imported and temporary labor)."

In capping superintendent salaries, the Christie administration seems to have forgotten the basic rule of supply and demand

Roy Roberts, a former GM executive, says his first few months on the job as emergency manager of Detroit's public schools have been "like drinking from a fire hose." "I had five weeks to pull together a budget for 2012," he said in an interview. "That's not a simple process." So far, his tenure has entailed cutting salaries across the board by 10 percent; imposing $81 million in wage concessions; and announcing a new state-run educational authority to oversee Michigan's lowest-performing schools that will pilot in Detroit next year. He has also faced several lawsuits and seen 11 people charged with stealing from the city's schools.

Middle-class public schools educate the majority of U.S. students but pay lower teacher salaries, have larger class sizes and spend less per pupil than low-income and wealthy schools, according to a report to be issued Monday.

"If you are one of the millions of people who think teachers make just as much as people working in other comparable professions, you'd better think again."