Compensation, Benefits & Pensions
Teacher salaries and benefits make up roughly 80 percent of all K-12 spending in the United States. We analyze the complex interplay of policy and practice on salaries and benefits, including states’ soaring pension debt. We develop cost models for promising approaches toward financial sustainability, equity and improved student outcomes. These include giving bonuses to effective teachers who take on more students and raising pay in teachers’ earlier years (without changing their lifetime earnings) to strengthen the teaching force and reduce runaway pension debt.
In this op-ed, Marguerite Roza analyzes how making any near-term teacher raises non-pensionable could impact state governments and K-12 teachers and students.
This brief examines how making raises non-pensionable would impact teacher pensions and government pension debt.
In this op ed published by The Hill, Marguerite Roza proposes a way for the federal government to pay for college without boosting federal debt or burdening taxpayers.
By going all-in on staffing, we’ve crowded out other potential investments that can positively impact student learning. In this paper, Marguerite Roza writes that competing strategies should be viewed through the lens of which can do the most for students with the limited dollars at hand.
Past generations racked up billions in teacher pension debt and younger generations are now expected to pay for it. This blog shows how a multi-generational discussion of that topic might play out.
Chicago's senior teachers got hit with a double whammy. As we discuss in this blog, for those at the top of the pay scale retiring in the next four years, the strike meant lost wages and a decrease in future pension payments.
This brief quantifies, in per pupil and per teacher terms, the magnitude of the crowd-out that pension debt creates for six states: CA, IL, LA, SC, TX, and VT. The goal is to help education leaders grasp the relationship between their pension debt bills and their aspirations for spending on schooling inputs, including teacher salaries.
Chicago’s Teachers Union Agreed to Give Spending Control to Principals. Now, the Union Is Striking to Take It Away
Chicago teacher contract negotiations stalled over who controls staffing decisions in schools. In this commentary, Marguerite Roza explains why principals should be entrusted to make the spending decisions that best serve their students.
This commentary lays out why it may be time for states to establish agencies modeled on the federal Government Accountability Office (GAO) to certify school district obligations before they take effect and push districts into financial crisis.
This brief shows how high-minority schools receive fewer dollars in pension wealth than low-minority schools within the same district, and makes the case for pension dollars to be more transparent and included in discussions around K-12 spending equity.
In this paper we examine both the degree to which pay systems for teachers are more heavily back-loaded than for many other professions and the ramifications of this steep salary curve for teachers, states and school districts.
In this oped Marguerite Roza describes one critical issue underlying the fall 2015 Seattle Public Schools teachers' strike that neither the Seattle School District nor the Seattle Education Association.
This analysis shows how a longer work year could increase teachers’ annual salaries and improve student outcomes.
Commentary by Marguerite Roza and Michael Podgursky on how big raises to teachers nearing retirement is a recipe for letting pension debt get out of control.
In this analysis we find how allowing our best teachers to teach more students in lieu of hiring additional staff could offer significant teacher bonuses. Findings are modeled state-by-state.
In this paper we model the impacts of late-term raises on teacher pension obligations showing that on average each dollar raise triggers $10 to $16 in new taxpayer obligations and provide suggestions to mitigate such impacts while improving incentives for early and mid career teachers.
In this presentation at the annual Association for Education Finance and Policy conference, we share our exploration and cost modeling of cost-neutral options to raise teacher pay and give more students access to the best teachers.
In this volume of The SEA of the Future, Marguerite Roza co-authored two essays examining how state leaders, challenged with having to make decisions on how to use limited resources, are faced with an uneasy zero-sum game: every dollar they put into one program is a dollar not spent in another.
In this essay from The SEA of the Future Volume 2, Marguerite Roza and Michael Podgursky look in depth at the startling long-term costs of educator pension systems and the counterproductive employment incentives embedded in these systems.
This study uses data from Seattle Public Schools to explore actual salary changes amidst rapid changes in economic context and the effect of the recession on teacher pay.
This brief examines the real numbers on the Chicago teachers contract costs.
This brief examines how Chicago teacher salaries compare in regional and national contexts.
The Sheepskin Effect and Student Achievement: De-emphasizing the Role of Master’s Degrees in Teacher Compensation
This brief dissects the nation’s sizable investment in master’s bumps as a means of highlighting policy obstacles to a more smartly differentiated compensation approach.
While typical school district plans offer a one-size-fits-all package of benefits to employees, cafeteria plans allow employees to customize their benefits within a given cost, an option districts may want to consider.
Washington State High Schools Pay Less for Math and Science Teachers than for Teachers in Other Subjects
This paper examines the reasons why math and science teachers struggle to reach the same salaries as others, concluding that the state-wide salary schedule is in part to blame.
A study of California's 15 largest districts indicates that "last in, first out" policies disproportionately affect the programs and students in their poorer and more minority schools than in their wealthier, less minority counterparts.
This brief demonstrates how, contrary to common worry, closing Title I's "comparability provision" loophole would not force districts to mandatorily reassign teachers.