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Title: Critical Issues in Assessing Teacher Compensation

Citation Type: Miscellaneous

Publication Year: 2012

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Abstract: A November 2011 Heritage Foundation report-"Assessing the Compensation of Public-School Teachers"-presented data on teacher salaries and benefits in order to inform debates about teacher compensation reform. The report concluded that public-school teacher compensation is far ahead of what comparable private-sector workers enjoy, and that recruiting more effective teachers will be more difficult than simply raising salaries. The debate over the report's findings has generated substantive inquiries as well as some misconceptions. Here, the report' s authors respond to questions and concerns, in the process showing that certain critical accusations-such as undercounting teachers' work hours or overestimating retirement benefits-are simply false. The broader implication of the authors' research is that the current teacher compensation system is not working. The United States needs a more rational system that pays teachers according to their performance. Our recent report, "Assessing the Compensation of Public-School Teachers," 1 concluded that, on average , public-school teachers receive total compensation that is roughly 50 percent higher than what they would receive in private-sector employment. While salaries are at appropriate levels, fringe benefits push teacher compensation far ahead of what private-sector workers enjoy. Consequently, recruiting more effective teachers for public schools will be much more difficult than simply raising salaries. The report has drawn considerable attention from media outlets, policymakers, and teacher advocates. Several scholars welcomed our report as a valuable

Url: http://ssrn.com/abstract=2239134

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Authors: Richwine, Jason; Biggs, Andrew G

Publisher: The Heritage Foundation

Data Collections: IPUMS CPS

Topics: Education

Countries: United States