High-Need Schools and Subjects: Wisconsin
Teacher Compensation Policy
Analysis of Wisconsin's policies
Shortage-subject areas: Wisconsin does not support differential pay by which a teacher can earn additional compensation by teaching certain subjects. The state does offer the Minority Teacher Loan. The state grants loans to minority students enrolled in a preparation program in a shortage area who also agree to teach in Milwaukee after completing their programs. For each year that the student meets the requirements, 25% of the loan is forgiven.
High-need schools: Wisconsin teachers can earn additional pay by working in schools classified as
high need. Teachers who are National Board Certified are eligible to receive
$2,000 in the first year of certification and a $2,500 annual supplement for
the remaining nine years of certification. Teachers who are teaching in
schools where at least 60 percent of the students are eligible for free or
reduced-price lunches may receive an additional $2,500 per year.
One of the requirements of the Minority Teacher Loan program is that recipients teach in a shortage area "in a school district in this state in which minority students constitute at least 40 percent of the membership."
Recommendations for Wisconsin
Support
differential pay initiatives for effective teachers in shortage-subject areas.
Wisconsin 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
Wisconsin recognized the factual accuracy of this analysis. The state added that its analyses show that the schools/districts with the greatest inequitable distribution of teachers also have the greatest inequitable distribution of principals. "And the literature, as well as our own evaluations of the Educator Effectiveness work, have shown that teachers stay or leave based on leadership. Moving effective teachers to a building that is not led by an effective leader is not a sustainable strategy. Wisconsin is working with these districts to focus on equitable distribution of principals first."
Updated: May 2022
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Wisconsin
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Teacher Preparation
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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.