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Author: Minnesota. Department of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 30
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Author: Minnesota. Department of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 30
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Author: Joseph Alexander Kershaw
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 224
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Author: Jay G. Chambers
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 160
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Book Description
This report presents information regarding the patterns of variation in the salaries paid to public and private school teachers in relation to various personal and job characteristics. Specifically, the analysis examines the relationship between compensation and variables such as public/private schools, gender, race/ethnic background, school level and type, teacher qualifications, and different work environments. The economic conceptual framework of hedonic wage theory, which illuminates the trade-offs between monetary rewards and the various sets of characteristics of employees and jobs, was used to analyze The Schools and Staffing Survey (SASS) database. The national survey was administered by the National Center for Education Statistics during the 1987-88, 1990-91, and 1993-94 school years. Findings indicate that on average, public school teachers earned between about 25 to 119 percent higher salaries than did private school teachers, depending on the private subsector. Between about 2 and 50 percent of the public-private difference could be accounted for by differences in teacher characteristics, depending on the private subsector. White and Hispanic male public school teachers earned higher salaries than their female counterparts. Hedonic wage theory would predict that teacher salaries would be higher in schools with more challenging, more difficult, and less desirable work environments. Schools with higher levels of student violence, lower levels of administrative support, and large class sizes paid higher salaries to compensate teachers for the additional burdens. However, some of the findings contradict the hypothesis. For example, public school teachers working in schools characterized by fewer family problems, higher levels of teacher influence on policy, and higher job satisfaction also received higher salaries. In conclusion, the results are consistent with the hypothesis that a complex array of factors underlie the processes of teacher supply and demand and hence the determination of salaries. Teachers are not all the same, but are differentiated by their attributes. At the same time, districts and schools are differentiated by virtue of the work environment they offer. Seventeen tables and two figures are included. Appendices contain technical notes, descriptive statistics and parameter estimates for variables, and standard errors for selected tables. (Contains 84 references.) (LMI)
Author: Minnesota Board of Education
Publisher: Forgotten Books
ISBN: 9781334754654
Category : Education
Languages : en
Pages : 30
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Book Description
Excerpt from Teacher Shortage and Salaries: Report of Proceedings by State Board of Education, Saint Paul, April, 1920 You have learned today that Minnesot'a -is facing an enormous shortage in her teachingforce, that. Thousands Of-teachers are unable, even when they exercise the strictest e'conomy-.to. Make both ends meet, and that the morale among teachers 18 constantly declining. These are serious matters. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: Dave Eggers
Publisher: ReadHowYouWant.com
ISBN: 145878438X
Category : Education
Languages : en
Pages : 466
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Book Description
Since its initial publication and multiple reprints in hardcover in 2005, Teachers Have It Easy has attracted the attention of teachers nationwide, appearing on the New York Times extended bestseller list, C-SPAN, and NPR's Marketplace, in additio...
Author: Henry Tran
Publisher: IAP
ISBN: 1648029655
Category : Education
Languages : en
Pages : 363
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Book Description
Teacher attrition is endemic in education, creating teacher quantity and quality gaps across schools that are often stratified by region and racialized nuance (Cowan et al., 2016; Scafidi et al., 2017). This reality is starkly reflected in South Carolina. Not too long ago, on May 1, 2019, a sea of approximately 10,000 people, dressed in red, convened at the state capital in downtown Columbia, SC (Bowers, 2019b). This statewide teacher walkout was assembled to call for the improvement of teachers' working conditions and the learning conditions of their students. The gathering was the largest display of teacher activism in the history of South Carolina and reflected a trend in a larger wave of teacher walkouts that have rippled across the nation over the last five years. The crowd comprised teachers from across South Carolina, who walked out of their classrooms for the gathering, as well as numerous students, parents, university faculty, and other community members that rallied with teachers in solidarity. Undergirding this walkout and others that took hold across the country is a perennial and pervasive pattern of unfavorable teacher working conditions that have contributed to what some are calling a teacher shortage “crisis” (Chuck, 2019). We have focused our work specifically on the illustrative case of South Carolina, given the extreme teacher staffing challenges the state is facing. Across numerous metrics, the South Carolina teacher shortage has reached critical levels, influenced by teacher recruitment and retention challenges. For instance, the number of teacher education program completers has declined annually, dropping from 2,060 in 2014-15 to 1,642 in the 2018-19 school year. Meanwhile, the number of teachers leaving the teaching field has increased from 4,108.1 to 5,341.3 across that same period (CERRA, 2019). These trends are likely to continue as COVID-19 has put additional pressure on the already fragile teacher labor market. Some of the hardest-to-staff districts are often located in communities with the highest diversity and poverty. To prosper and progress, reformers and public stakeholders must have a vested interest in maintaining full classrooms and strengthening the teaching workforce. An important element of progress towards tackling these longstanding challenges is to gain a comprehensive understanding of the problem. While teacher shortages are occurring nationwide (Garcia & Weiss, 2019), how they manifest regionally is directly influenced by its localized historical context and the evolution of the teaching profession's reputation within a state. Thus, the impetus of this book is to use South Carolina as an illustrative example to discuss the context and evolution that has shaped the status of the teaching profession that has led to a boiling point of mass teacher shortages and the rise of historic teacher walkouts.
Author: Jay G. Chambers
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 134
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Book Description
Author: National Education Association of the United States. Committee on Salaries, Tenure, and Pensions of Teachers (appointed 1911)
Publisher:
ISBN:
Category : Cost and standard of living
Languages : en
Pages : 366
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Author: Winfred Bowie Roberson (Jr.)
Publisher:
ISBN: 9780438932043
Category :
Languages : en
Pages :
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The Davis Teachers Association has asserted that the Davis Joint Unified School District’s (DJUSD’s) beginning salary steps are lower than the starting salary steps of districts that the district competes against for the same pool of qualified teachers, and that, as a result, the DJUSD is unable to recruit high-quality teachers. Complicating this matter, the 2007–2012 recession significantly decreased the number of college graduates entering the teaching profession in California; the resulting teacher shortage makes the recruitment and retention of teachers very competitive among school districts. Viewing this issue within the context of starting salary and career earnings magnifies the need for districts to be creative in the way they advertise their salary schedules. To assist school districts with the creative presentation of their salary schedules, this study develops the cumulative salary index (CSI). Simply defined, CSIs calculate total salary earnings for a specific block of time. Within that context, the aim of this study is to understand how beginning and ending salary differences between DJUSD and 12 other Sacramento-region school districts influence long-term earnings for teachers. From that standpoint, I ask two research questions. First, how do specific steps on the Davis teacher salary schedule compare to similar salary steps of 12 other Sacramento-region school districts that compete for the same beginning and veteran teachers, before and after integrating health benefits? Second, do districts that offer higher first and final salary steps have greater CSIs than those that offer lower first and final salary steps? I also examine the influence(s) that school site and district environmental conditions may have on teacher recruitment and retention. I use a straightforward methodology to answer the research questions. To address the first research question, I compare specific salary steps for each of the 13 study districts, before and after the integration of health benefits. To answer the second research question, I develop educational pathway scenarios and five-year block scenarios to measure and compare the 13 districts’ various CSIs. The findings show that DJUSD’s overall salary ranks pretty low across a variety of cells and CSIs in comparison to the other study districts. The findings also reveal that the integration of health benefits into the teacher salary schedule either positively or negatively influences how a district’s salary ranks. Additionally, CSI comparisons between the 13 study districts reveal that just because a district has the lowest starting salary does not mean that its teachers will have the lowest career earnings. Finally, findings from this study provide additional evidence to the body of literature demonstrating that teachers are willing to compromise wages in exchange for favorable environmental conditions at school. Based upon the observations made from this study, I recommend that school districts implement policies and practices that improve environmental conditions for teachers. As a way to provide a more comprehensive view of teacher salary, I also recommend that school districts create, promote, and utilize various CSIs when recruiting teachers.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
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