High-Need Schools and Subjects: Texas
Teacher Compensation Policy
Analysis of Texas's policies
Shortage-subject Areas: Although Texas does not explicitly support differential pay by which a teacher can earn additional compensation by teaching certain subjects, the state does have a number of loan repayment assistance programs available for teachers in shortage areas.
- Teach for Texas Loan Repayment Assistance program—eligible teachers can receive up to $2,500 for teachers teaching in shortage areas.
- Math and Science Scholars Loan Repayment program—teachers must teach in the subject area for a total of eight years.
- Classroom Teacher Repayment Assistance—eligible teachers provide instruction in "an area or field of acute teacher shortage." However, it's unclear whether the Classroom Teacher Repayment Assistance program is currently funded.
High-need Schools: Texas has established a Teacher Incentive Allotment, which provides between $3,000 and $32,000 per year for high-performing teachers, with higher incentive funding going to high-poverty and rural campuses. Teachers have the opportunity to be designated as master, exemplary, or recognized for a five-year period, if they meet established criteria based on the state's evaluation system (T-TESS) or alternate local appraisal. The Teach for Texas Loan Repayment Assistance program is also available to those teaching in "shortage communities" which are defined as schools "...whose percentage of economically disadvantaged students is higher than the statewide average percentage of students receiving free or reduced cost lunches." The state's Math and Science Scholars Loan Repayment program requires that eligible teachers teach for eight years, the first four of which must be in Title I school.
Recommendations for Texas
Support differential pay initiatives for effective teachers in shortage-subject areas.
Texas should encourage districts to link compensation to district needs. Such policies can help districts achieve a more equitable distribution of teachers.
State response to our analysis
Texas recognized the factual accuracy of this analysis. However this analysis was updated subsequent to the state's review.
Updated: May 2022
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How we graded
8B: High-Need Schools and Subjects
- Shortage-Subject Areas: The state should support differential pay for effective teaching in shortage-subject areas.
- High-Need Schools: The state should support differential pay for effective teaching in high-need schools.
One-half of the total goal score is earned based on the following:
- One-half credit: The state will earn one-half of a point if it explicitly supports differential pay in subject areas where there is a demonstrated educator shortage.
- One-quarter credit: The state will earn one-quarter of a point if it partially supports differential benefits in subject areas where there is a demonstrated educator shortage (e.g., tuition reimbursement).
One-half of the total goal score is earned based on the following:
- One-half credit: The state will earn one-half of a point if it explicitly supports differential pay for teachers in high-need schools.
- One-quarter credit: The state will earn one-quarter of a point if it partially supports differential benefits for teachers in high-need schools (e.g., tuition reimbursement).
Research rationale
States should help address chronic shortages and needs. States should ensure that state-level policies (such as a uniform salary schedule) do not interfere with districts' flexibility in compensating teachers in ways that best meet their individual needs and resources. However, when it comes to addressing chronic shortages, states should do more than simply get out of the way. They should provide direct support for differential pay for effective teaching in shortage subject areas and high-need schools.[1] Attracting effective and qualified teachers to high-need schools or filling vacancies in hard-to-staff subjects are problems that are frequently beyond a district's ability to solve. States that provide direct support for differential pay in these areas are taking an important step in promoting the equitable distribution of quality teachers.[2] Short of providing direct support, states can also use policy levers to indicate to districts that differential pay is not only permissible but necessary.
[1] For research that suggests high performing teachers tend to transfer to schools with a large proportion of other high performing teachers and students, while low performing teachers cluster in bottom quartile schools, see: Feng, L., & Sass, T. R. (2016). Teacher quality and teacher mobility. Education Finance and Policy. Retrieved from http://www.urban.org/uploadedpdf/1001506-teacher-quality-teacher-mobility.pdf; Another study found that the least effective teachers in high-poverty schools were considerably less effective than the least effective teachers in low-poverty schools. See: Sass, T. R., Hannaway, J., Xu, Z., Figlio, D. N., & Feng, L. (2012). Value added of teachers in high-poverty schools and lower poverty schools. Journal of Urban Economics, 72(2), 104-122. Retrieved from http://www.urban.org/UploadedPDF/1001469-calder-working-paper-52.pdf
[2] Clotfelter, C., Glennie, E., Ladd, H., & Vigdor, J. (2008). Would higher salaries keep teachers in high-poverty schools? Evidence from a policy intervention in North Carolina. Journal of Public Economics, 92(5), 1352-1370. Retrieved from
Would Higher Salaries Keep Teachers in High-Poverty Schools? Evidence from a Policy Intervention in North Carolina; Kowal, J., Hassel, B. C., & Hassel, E. A. (2008). Financial incentives for hard-to-staff positions. Center for American Progress. Retrieved from https://www.americanprogress.org/wp-content/uploads/issues/2008/11/pdf/hard_to_staff.pdf; A study by researchers at RAND found that higher pay lowered attrition, and the effect was stronger in high-needs school districts. Every $1,000 increase was estimated to decrease attrition by more than 6 percent. See: Kirby, S. N., Berends, M., & Naftel, S. (1999). Supply and demand of minority teachers in Texas: Problems and prospects. Educational Evaluation and Policy Analysis, 21(1), 47-66.