Most public school teachers are paid according to salary schedules that take into account their years of experience and degrees earned. This compensation approach has been criticized because it doesn’t anchor teacher pay to instructional effectiveness or other factors that merit consideration. Instead, teacher pay depends on factors that research suggests are not closely tied to student achievement. A new Brookings study takes a look at this issue and finds that, overall, lockstep salary schedules generally create a more even pay distribution for teachers—but also that some teachers, especially younger ones who must wait years for more generous pay, may not view it as fair. And it sure isn’t fair for disadvantaged students. Read more.

Fordham Institute