Compensation for Prior Work Experience:
Maryland

Retaining Effective Teachers Policy

Goal

The state should encourage districts to provide compensation for related prior subject-area work experience.

Does not meet goal
Suggested Citation:
National Council on Teacher Quality. (2011). Compensation for Prior Work Experience: Maryland results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/MD-Compensation-for-Prior-Work-Experience-9

Analysis of Maryland's policies

Maryland does not encourage local districts to provide compensation for related prior subject-area work experience. However, the state does not seem to have regulatory language blocking such strategies.

Recommendations for Maryland

Encourage local districts to compensate new teachers with relevant prior work experience.
While still leaving districts with the flexibility to determine their own pay scales, Maryland should encourage districts to incorporate mechanisms such as starting these teachers at a higher salary than other new teachers. Such policies would be attractive to career changers with related work experience, such as in the STEM subjects.

State response to our analysis

Maryland pointed out that with encouragement from the state Department of Education, districts often exercise the freedom to begin new teachers on a higher pay scale for possessing qualities or experiences that the local school system desired. For example, one local system has placed graduates from institutions of higher education that maintain interns in its Professional Development Schools (often considered more like second-year teachers) on a higher step than other newly graduated teachers.

The state added that it is actively encouraging the discussion of building good models for performance-based incentives and compensation through the work of its Performance Compensation Workgroup, supported through Race to the Top.

Research rationale

Of particular concern for the teaching profession are the quality and number of teachers available in math, science and special education and of those serving high-poverty students. See the following:

Debra Hare, et al., "Teacher Shortages in the Midwest: Current Trends and Future Issues," Center for School Change, University of Minnesota, 2000; Paul Harrington, "Attracting New Teachers Requires Changing Old Rules," The College Board Review, 2001; 192: 6-11; Patrick M. Shields, et al., "The Status of the Teaching Profession 2001," The Center for the Future of Teaching and Learning, 2001.

Much of the blame for the difficulty in hiring people with technical expertise falls on the single salary schedule that rewards only experience and degree level. See D. Goldhaber and Albert Yung-Hsu Liu, "Teacher Salary Structure and the Decision to Teach in Public Schools: An Analysis of Recent College Graduates," Center on Reinventing Public Education, 2005.

People with technical skills are in high demand in the non-teacher labor market. See Cathleen Stasz and Dominic J. Brewer, "Academic Skills at Work: Two Perspectives," Rand Corporation, 1999. See also Burton A. Weisbrod and Peter Karpoff, "Monetary Returns to College Education, Student Ability and College Quality," Review of Economics and Statistics, 1968; 50(4): 491-97.

It has also been shown that teachers who teach technical subject matters have higher rates of attrition. See M. Podgursky, et al., "The Academic Quality of Public School Teachers: An Analysis of Entry and Exit Behavior," Economics of Education Review, 2004; 23: 507-18.

In addition, research has shown that math and science teachers—both men and women—with high ACT scores are the first to leave the teaching profession. See Sheila N. Kirby, et al., "Staffing At-risk School Districts in Texas: Problems and Prospects," Rand, 1999.

See also Robin R. Henke and Lisa Zahn, "Attrition of New Teachers Among Recent College Graduates," Postsecondary Education Descriptive Analysis Reports, U.S. Department of Education, 2001.