Based on data from two Educational Research Service surveys, this article compares salaries and fringe benefits of school business officials with those of teachers and other administrators and with cost of living increases. Chief business officials' salaries depend on the geographic region, district enrollment size, and district per pupil…

Reports the results of a national survey concerning 1982-83 school salaries to show how increases in elementary school principals' salaries compare with those of other administrators or teachers or with increases in the cost of living. Briefly reports on a survey of fringe benefits. (JM)

Reveals that principal salaries are keeping pace with those of teachers and other school administrators but not with the cost of living. A table allows comparison of principal salaries in any district with those in similar districts. A profile of principals' fringe benefits is presented. (Author/JM)

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)

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…