State accountability systems and the federal No Child Left Behind Act have put additional demands on schools and teachers to improve teacher quality and improve student achievement. Many researchers (e.g., Cohen, 1996; Corcoran & Goertz, 1995; Floden, 1997; Newman, King, & Rigdon, 1997) have argued that such improvements will require a…

Describes Cincinnati public schools' teacher-compensation program composed of a knowledge-and-skills salary structure, a restructured teacher-evaluation system, and school-based-performance salary bonuses. Reports results of research on program operation during pilot phase and after first year of full implementation. Describes subsequent program…

The first of two sections discusses two major factors compelling a rethinking of school finance: standards-based education and the shift from equity to adequacy in school-finance litigation. The second section summarizes five compilations of research findings related to these two factors. (PKP)

This report describes knowledge- and skills-based pay systems. It recommends ways that state and district policymakers can strengthen a district's capacity for knowledge- and skills-based pay and describes how these types of pay systems differ from existing compensation schemes that try to address the problem of teaching's flat career structure.…

Other organizations in the United States have successfully implemented new compensation structures. This publication argues that it is time for education to join these successful efforts and revise teacher-pay systems. The brief provides a short history of changes in teacher compensation over the last century and a discussion of key organizational…

The idea of changing the teacher compensation system is not new, but concepts regarding the appropriate basis for paying teachers have changed in recent years. Three major options to the single-salary schedule include pay based on either individual or organizational performance, job tasks, or skills and knowledge. This paper seeks to broaden the…

In order for teacher compensation to serve as an incentive that reinforces broader organizational goals, the norms of the compensation structure must be aligned with the norms of the school organization. The first section of this paper presents a brief overview of changes in teacher compensation from 1820 to 1950. It describes how such changes…

This report discusses trends in education funding over a 40-year period (1950-1990); describes how education dollars are spent; identifies reasons for increases in the cost of education; and offers some observations on the education productivity problem. It also addresses equity issues at both K-12 and postsecondary levels and suggests ways to…

The United States seems to be launching another round of efforts to change how teachers are paid. The path to teacher compensation change is not easy, but there are new ideas about how to pay educated workers, such as teachers, on bases other than years of experience, education units, and degrees. This publication examines state and local efforts…