Provides information from the National Survey of Salaries and Wages in Public Schools on the salaries and fringe benefits of elementary and middle school principals and administrators. Includes seven tables and a series of charts. (MD)

Salary, salary increase, and fringe benefit statistics for elementary school principals are compared with other school system positions, geographic regions, enrollment groups, and per-pupil expenditure groups. (DCS)

The Educational Research Service's "National Survey of Salaries and Wages" reports the annual salaries and fringe benefits of chief business officials in the categories of "Assistant Superintendent" or "Director of Finance and Business." Data from approximately 1,000 reporting school systems are analyzed and…

For the past 9 years, a study conducted by the Educational Research Service has provided a consistent and reliable means for comparing local school budgets throughout the nation. Three figures and 2 tables provide summary data. The last table shows an analysis with 48 separate budget categories that administrators can use to compare their budgets.…

Since 1980, Educational Research Service has conducted extensive surveys of school district revenues and expenditures. National and regional revenues are displayed in three figures and two tables. For comparative purposes, a table of 48 separate budget categories with per pupil expenditure and percent of current expenditures is provided. (MLF)

The salary paid school business officials is generally related to (1) the region of the country, (2) the district enrollment size, and (3) the expenditure per pupil of the district. Text, charts, and tables illustrate responses from 1,031 reporting school systems. A profile of fringe benefits is presented. (MLF)

Using data from previous comprehensive studies of incentive pay plans, this report draws conclusions about assessing and implementing various incentive pay plans. Following a brief history of incentive pay plans from 1908 to 1983, an analysis of accumulated research is provided that shows the reasons why incentive pay plans for teachers have…

There have been three distinct eras in our expectations for student learning. In Era I (1837-1909), a little learning was expected from many students. Children were to be disciplined and taught the three Rs; learning was achieved through will. In Era II (1910-1975) much learning was expected from some students, but little learning was expected…