1. The InEquitable Distribution k of Teachers Across Schools
Marguerite Roza, PhD
University of Washington

2. The InEquitable Distribution k of Teachers Across Schools
Marguerite Roza, PhD
University of Washington

3. 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”

4. 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

5. 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.

6. 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

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

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

9. And again… and again…
Baltimore

10. And again… and again…
Baltimore County
Baltimore

11. Same patterns across neighborhoods

13. 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.

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

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

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

17. 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.”

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

19. 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

20. 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.”

22. 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.”

23. 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

24. 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

25. 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

26. 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.

27. Need to monitor incentive plans against current patterns

28. 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.