For more than 30 years, the United States has been engaged in education reform efforts designed to dramatically boost student performance and close achievement gaps linked to poverty and ethnicity. Can schools afford those education ambitions? Most educators have their doubts. The author believes educators can improve student learning even when…

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…

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.…

Because teacher pay is by far the largest part of most school districts' operating budgets (often 50 to 70 percent), it is compelling to ask if those dollars can be linked to improving teacher quality and, ultimately, student performance. Improving teacher quality means ensuring that: (1) All teachers have sufficient knowledge, skills and…

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…

Teacher skill and knowledge-based pay plans in education could be related to major demarcation points in teacher career development. To illustrate the approach, career ladder programs in three U.S. districts and a pay system in Australia are described. Each plan includes career stages that qualify for pay increments. (SLD)