The InEquitable Distribution k of Teachers Across Schools Marguerite Roza, PhD MargRoza@u.washington.edu University of Washington

The InEquitable Distribution k of Teachers Across Schools Marguerite Roza, PhD MargRoza@u.washington.edu University of Washington

We have lots of teachers who prefer teaching inner-city students” Response #1 “We’re lucky that we don’t have that problem (of teacher inequity) in our district… our teacher experience and talent is distributed evenly across our schools… We have lots of teachers who prefer teaching inner-city students”

Patterns in my mini sample suggested that wealthier schools have higher salaried teachers High Poverty Views of the water MLKing $36,789 Bryant $41,591 Van Asselt $37,744 Wedgewood $42563 Ranier View $33,737 Lafayette $43,956

Budgets don’t reflect true salary costs In Denver, a high-poverty elementary school received 14 percent fewer per-pupil dollars than the average Denver school. In Baltimore, a school received an additional $2,322 per-pupil due to its higher than average teacher salaries. OR In Seattle, district leaders report spending $xxxx per pupil in a high poverty school; in reality, this school receives $ xxxx per pupil due to lower than average teacher salaries. (We need the numbers here) District leaders intended to direct money to “under-funded” middle schools; in reality middle schools received more funding than elementary and high schools.

Higher salaries divert a greater share of district resources to their schools In Denver, a high-poverty elementary school received 14 percent fewer per-pupil dollars than the average Denver school. In Baltimore, a school received an additional $2,322 per-pupil due to its higher than average teacher salaries. OR In Seattle, district leaders report spending $xxxx per pupil in a high poverty school; in reality, this school receives $ xxxx per pupil due to lower than average teacher salaries. (We need the numbers here) District leaders intended to direct money to “under-funded” middle schools; in reality middle schools received more funding than elementary and high schools. Wedgewood has higher paid teachers. Real teacher salaries don’t show up in schools’ budgets. If they did, they’d show MLK is shortchanged by $300,000

In each district, the high poverty, low performing schools had lower average salaries Seattle

In each district, the high poverty, low performing schools had lower average salaries Seattle Cincinnati

And again… and again… Baltimore

And again… and again… Baltimore County Baltimore

Same patterns across neighborhoods

Within a given labor market, schools with fewer needy students generally attract and retain more preferred teachers. Their typically higher salaries divert a greater share of district resources to their schools.

Response #2 “The inequities created by salary differences don’t amount to anything real… Higher salaried teachers don’t mean better teachers.”

Source: Plecki, et.al. (2005) Teacher Retention and Mobility Higher salaries mean less teacher turnover… Source: Plecki, et.al. (2005) Teacher Retention and Mobility

Source: Plecki, et.al. (2005) Teacher Retention and Mobility Higher salaries mean less teacher turnover… Source: Plecki, et.al. (2005) Teacher Retention and Mobility

Response #3 “Our district’s policies allow each school to hire the best applicant available. With salary neutral policies, we can make the best match between teacher and school.”

Patterns in surveys suggested that wealthier schools have many more applicants per opening

Schools with lower salaries have higher teacher turnover: Higher poverty More minority students More bilingual education students Lower performance Schools with lower salaries are the ones with fewer applicants => don’t have the same access to teacher talent In schools with lower salaries, staff surveys indicate less satisfaction with staff collegiality

Response #4 “Schools with lower salaries get extra money for bilingual education, poverty, etc. … These categorical funds purchase aides, lower classes, full-day kindergarten, etc. which more than off-sets the lower salaries.”

Response #5 “Yes, we’re concerned about inequities in teacher quality, but what can be done? We have very limited funds to address this problem.” “We’d love to do something, but can’t with our labor contract.”

Challenges Most funds are tied up in a system that is hard wired to the benefit of students (and adults) in less needy schools Local forces push for equal distributions of any new funds Local forces work to ensure that everyone gets a share of any new funds No data on access to applicants Labor contracts One-size fits all solutions may solve some problems but not others

What’s being done? Improved data reporting “Layer on” / “work around” strategies Targeted incentives to attract and retain teachers in high needs schools Efforts to change working conditions and provide professional development Put great principals in needy schools Structural changes WSF with real salaries Changes in teacher compensation systems Contract negotiations

Districts 0-5% FRL 50% -90% FRL 20% - 50% FRL Within-district inequities are different in each district -- state-wide cut-offs may not work since inequities are relevant Multiple districts within one labor market create challenges

On working toward more equitable distribution of teachers across schools within districts Get data and acknowledge the problem Develop plans to experiment with new solutions to the teacher distribution problem. Work to remove institutional barriers to equitable distribution of teacher costs (minimum state salary schedule). If incentives are used, monitor recipients of incentives to gauge distribution among schools within districts and their impact on salary inequities. Keep an eye on the prize: gauge progress as equity in student performance, teacher quality, or access to talent.

Need to monitor incentive plans against current patterns

On working toward more equitable distribution of teachers across schools within districts Get data and acknowledge the problem Develop plans to experiment with new solutions to the teacher distribution problem. Work to remove institutional barriers to equitable distribution of teacher costs (minimum state salary schedule). If incentives are used, monitor recipients of incentives to gauge distribution among schools within districts and their impact on salary inequities. Keep an eye on the prize: gauge progress as equity in student performance, teacher quality, or access to talent.