Document Type

Report

Publication Date

5-13-2024

Keywords

Arkansas; education; teachers; salary; LEARNS Act

Abstract

  • We surveyed superintendents and principals statewide to understand their perspectives on the salary changes they implemented in response to the LEARNS Act and their future plans related to teacher compensation.
  • Administrators reported that the teacher compensation changes required by the LEARNS Act are likely to help them better recruit and retain teachers.
  • The primary goals administrators reported they have when designing teacher compensation include: being competitive with nearby districts, retaining existing teachers, and rewarding effective teachers.
  • Administrators anticipate offering across-the-board pay increases but also appear open to implementing bonuses for effective teachers in their district.
  • Most administrators, 69% of principals and 67% of superintendents, report that their district will likely continue to use traditional salary schedules over the next three years, but a sizable proportion (22% of superintendents and 13% of principals) report that this is very unlikely. This may indicate that a relatively large number of districts in Arkansas are considering alternative teacher compensation plans.
  • The primary barriers that district leaders identified to making substantial changes to teacher compensation were related to funding uncertainty. State leaders and policymakers should address this uncertainty and provide compensation design support if they want to promote new and more creative teacher compensation approaches.

Series Title

EDRE Research Brief

Series Number

2024-01

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