FRETS SEIS REG RE EGO GN ORES ESE DELETE REEL NIN MAY, 1923 oe ie Research Bulletin OF THE a LSS SRS National Education Association Teachers’ Salaries and Salary Trends in 1923 ADORE «or mo cs ctactctectcests Teacher Salaries and Salary Trends.............0...... Salary Schedules in the United States....2........... Special Provisions Affecting Teachers’ Salaries.... Suggestive Salary Schedules in Operation Principles and Standards for Salary Schedules.. ; 4 ‘ : ‘ ) ; I ie castles ocnsseveiiciten Bibliography ................. Table of Contents... > te FSS Ee s>> Pic} 2% > = PUBLISHED BY THE RESEARCH DIVISION OF THE NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. Entered as second-class matter February 10, 1923 at the Post Office at Washington, D. C., under Act of August 24, 1912. Acceptance for mailing at cial rate of postage provided for in Section 1103 Act of tober 3, 1917, authori February 10, 1923. See Research Bulletin of the National Education Association Published five times each year in January, March, May, September, and November by the Research Division of the National Education Association of the United States. The payment of the $5.00 membership fee of the National Education Association entitles one to receive the Research Bulletin and certain other publications of the Nationa! Education Association for one year. One dollar of each $5.00 membership fee is for a rome s subscription to the Research Bulletin. Regular subscriptions to the Research ulletin are accepted only in connection with the payment of the $5.00 membership fee, but single numbers of any issue of the Research Bulletin may be purchased until the supply is exhausted. Those entitled to receive the Research Bulletin regularly are asked to report at once any change of address, giving old as well as new address. Entered as second-class matter February 10, 1923, at the Post Office at Washington, D. C., under Act of August 24,1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of Octob . 1917, authorized February 10, 1923. Executive and Editorial Offices, 1201 Sixteenth Street Northwest, Washington, D. C. Teachers’ Salaries and Salary Trends in 1923 The Report of the 1923 Salary Committee of the National Education Association, Teachers’ Salaries and Salary Trends in 1923, isissued herewith as Vol. 1, No. 3, May, 1923, of the Research Bulletin of the National Education Association. Additional copies of this report may be obtained at $1.00 per copy postpaid by addressing the Secretary of the National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. Special Salary Service Special salary service is available for interested school executives and teachers’ organiza- tions as a result of the Salary Committee’s inquiry. There is now available at the headquarters of the National Education Association information concerning the salary situation in 1000 cities which replied in full to the recent inquiry. This makes it possible for the Association to furnish on order, special tabulations revealing the salary situation in a representative number of cities of any size located in any section of the country. There can thus be made available salary infor- mation in addition to that printed in bulletins and reports of the Association for any list of cities that may be selected from those printed in the appendix. The Association has information as to minimum salaries, maximum salaries, number and amount of increments, actual salaries being paid as well as other salary schedule features. These special tabulations can be prepared at a nominal cost to cover the extra work involved. Teachers’ organizations and superintendents can thus be provided with exact information con- cerning the salary situation in cities comparable to their own as a guide to their work in revising salary schedules. Inquiries relative to the cost and preparation of special tabulations should be addressed to the Secretary at Association Headquarters. Note to Librarians The paging of Volume I of the Research Bulletin of the National Education Association is as follows: No. 1, January, 1923, pages 1 to 64 inclusive; No. 2, March, 1923, pages 65 to 136 inclu- sive; No. 3, May, 1923, pages 137 to 252 inclusive; but actually numbered from 1 to 116. Volume I, No. 4 of the Research Bulletin, to be issued in September, 1923, will begin with page 253 and and continue in regular order. VAAL i) I mn BA c pm To Teachers’ Salaries and Salary Trends in 1923 NANA IANA TT Introduction Teacher Salaries and Salary Trends Salary Schedules in the United States Special Provisions Affecting Teachers’ Salaries Suggestive Salary Schedules in Operation Principles and Standards for Salary Schedules oT a Appendix i Bibliography Table of Contents cn Report of the Salary Committee of the —- NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street Northwest, Washington, D. C. July, 1923 = y = 2 | 2 2 = Ei s Ae Teachers’ Salaries and Salary Trends in 1923 Additional copies of Teachers’ Salaries and Salary Trends in 1923, the Report of the 1923 Salary Committee of the National Education Association, may be obtained at $1.00 per copy postpaid by addressing the Secretary of the National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. Special Salary Service Special salary service is available for interested school executives and teachers’ organizations as a result of the Salary Committee’s inquiry. There is now available at the headquarters of the National Education Association in- formation concerning the salary situation in 1ooc cities which replied in full to the recent inquiry. This makes it possible for the Association to furnish on order, special tabulations revealing the salary situation in a representative number of cities of any size located in any section of the country. There can thus be made available salary information in addition to that printed in bulletins and reports of the Association for any list of cities that may be selected from those printed in the appendix. The Association has information as to minimum salaries, maximum salaries, number and amount of increments, actual salaries being paid as well as other salary schedule features. These special tabulations can be prepared at a nominal cost to cover the extra work involved. Teachers’ organizations and superintendents can thus be provided with exact information concerning the salary situation in cities comparable to their own as a guide to their work in revising salary schedules. Inquiries relative to the cost and preparation of special tabulations should be addressed to the Secretary at Association Head- quarters. FOREWORD HE National Education Association exists to elevate the character and (| advance the interests of the profession of teaching and to promote the " cause of education in the United States. It can perform no greater service to the Nation than by forwarding the great movement that has as its objective the elevation of the teaching profession to the place where it will include only those whose training and competency makes them fit guardians of the ideals of the future generation. The war, both by placing new burdens upon the schools and by depreciating the value of the dollar which purchases the services and materials necessary i to the maintenance of the school, has emphasized problems of educational finance and at the same time the questions affecting teachers’ salaries. The next two years are to be crucial in determining the educational policies that will govern the support and the consequent place and service of education for a considerable period. If there was ever a time when complete facts bearing upon school questions were needed, now is that time. The appointment of the present Salary Committee was, therefore, timely. Their work has resulted in this study—one of the most comprehensive and constructive which has yet been made of teachers’ salaries. Not the least important feature of this Report is the promptness with which it was pre- pared. Data gathered in March and April, made available in preliminary form in May and in final form in July—such has been the time schedule of the Report which you now hold in your hands. This was made possible by the prompt action of the Salary Committee under the direction of its Chairman, who with the advice of the members of the Committee prepared the inquiry form in February and drafted the manuscript of the final report in June. The prompt work of the Committee would have been impossible but for the cooperation of John K. Norton, Director of Research, and his staff, in whose hands was placed the work of collecting and tabulating the data presented. The teaching profession owes a great debt to the Chairman of the Salary Committee, Professor E. S. Evenden of Teachers College, Columbia Uni- versity, for his outstanding investigations in the field of teachers’ salaries. His study, “‘ Teachers’ Salaries and Salary Schedules in 1918-19,” has become a textbook for teachers and school administrators. The present Report, because of its comprehensiveness and the value of the material it contains, is destined to wield even a greater influence in the development of the type of salary schedule that will enable the profession to render an increasing service to the Nation’s children. J. W. Crasrree, Secretary, National Education Association. (34 TABLE OF CONTENTS Introduction. . OR EERE GD TEMS Ni See hh MA 1. ChapterI. Teachers’ Salaries and Salary Trends, 1922-23 202 nee. The Purpose and Value of the Salary Inquiry EAS ae eaeeeeee Teachers’ Salaries Are One of the School’s Important Problems... How the Information Was Obtained___. a Re I Median Salaries in Cities in the United States, 1922-23... Median Salaries in Rural Districts... The Median Salaries Paid Administrative Officers in Cities in 1922-23. Median Salaries Paid Directors and Supervisors in Cities in 1922-23... Distribution of Salaries for Various Groups, 1922-23... Distribution of Salaries Paid Elementary Teachers... _. eis Distribution of Salaries of Junior High School ees Distribution of Salaries of Senior High School Teachers... Distribution of Salaries of Special Class Teachers... Distribution of Salaries of School Nurses... ._ -.. ce eae Distribution of Salaries of Non-Supervising Elementary Principals. nee £28 Distribution of Salaries of Supervising Elementary a uggs Distribution of Salaries of Junior Hig School Principals... Distribution of Salaries for High School Principals... Distribution of Salaries for Rural School Teachers and Principals Trends in Teachers’ Salaries in the United States... ... Teachers’ Salaries and the Depreciation of the Dollar... Salaries and the Supply of Teachers Certain Trends in Salaries for Administrative and Supervisory Officers... Elements to be Considered in Interpreting Trends in Teachers’ Salaries. Adequacy of Present Teachers’ Salaries. oe enna eee Present Tendencies in Solving Salary Problems... Ae teks Tendencies in Rural School Districts... Se Chapter II. Salary Schedules in the Cities of the United tin 1922-23... Ae ts Sag Salary Schedule Provisions for Minimum Salaries... Salary Schedule Provisions for Maximum Salaries _. es, oo ee. Salary Schedule Provisions for Size of Annual Increases. Salary Schedule Provisions for Number of Annual Increases... Use of “Single Salary Schedule” Basis... Chapter III. Special Provisions Affecting Teachers’ Salaries in the United States... 3 Provisions Concerning Experience of Teachers... So Provisions Concerning Training of Teachers... 6k tas Me Training Required in Rural Schools... Oe Sa aD Experience of Rural School Teachers... :; Relation of Quality of Teaching to Salaries in Cities... Provisions for Salary Allowance for Summer School Attendance _ é Other Methods of Encouraging Professional Advancement... de ae Other Regulations Related to Salaries Te thin Chapter IV. Some Suggestive Salary Schedules in Cpa eat ; Types of Salary Schedules in Operation... Vie) a pes eee I en anapenterens Seeman tee reer Clee oe ee i Teens MIN a Denver, Colorado. i SRG PE <= OES aa Schedules in Average Sized Cities. Duluth, Minnesota... wi72 St. Joseph, Missouri... Highland Park, Michigan... OE Ee 2 ee . Fort Smith, ae Mena, Arkansas... pk 1 Sear ee eyS) ee eee Schedules in Smaller Cities... et RN Fe a ce ES EEE RLF RR. Sy, SL Be, Sn, ENCINO RN SEY BEN LMT > _) N ie Cha Dist: Tren Distr Pure! Incre Salar Main Sals ” City Aver: Num Minit Com, Maxi feed feed feed fs be Chapter V. Some Principles and Standards Involved in the Making and Administration of Teachers’ Salary Schedules... ; General Principles Affecting the Making of Salary ‘Schedules. Salary Campaigns of the Future.. Specific Principles Affecting the Making and Administration of Salary Schedules Salary Schedule Principles Tending to Make Teaching a Profession Salary Schedule Principles Tending to Secure and Retain Competent and Desirable People as Teachers Salary Schedule Principles Tending to Secure Constant Growth and Service While Teach- ing... Suggestive Standards for Salary Schedules ; Needed Adjustment in Introducing a New Salary ‘Schedule Apt 4 State ion Medians. ‘eneral Explanations of Tables. Cities Replying to Salary Inquiries Forms Used in Collecting Data Selected Bibliography on Salaries Median Salaries Paid: City Teachers and Principals (Table 1) Rural Teachers and Principals (Table 2) Administrative Officers (Table 3)....._. Directors and Supervisors (Table 4) Distribution of Salaries Paid: Elementary Teachers (Table 5) Junior High School Teachers (Table 6) Senior High School Teachers (Table 7)... Special Class Teachers (Table 8) School Nurses (Table 9)... eae Non-Supervising ©) Elementary ‘Principals (Table 10 Superivising Elementary Principals (Table 11)... Junior High School Principals ‘Table 12)... Senior High School Principals (Table 13). ; Teachers in Rural Schools (Table 14)... Principals in Rural Schools (Table 15)... Trends in Median Salaries Paid in City Schools (Table 16) Distribution of Salaries Paid City Elementary Teachers 1913-14 to 1922-23 (Table 17) Purchasing Power of Teachers’ Salaries (Table 18) Increases in Salaries of Administrative and Supervisory Officers Since 1913-14 (Table 19) Salaries of State Superintendents and Commissioners of Education (Table 20) Maintenance of Salary Schedules in Cities (Table 21) Salary Bonus in Cities (Table 22) City Salary Increments (Table 23) Average Number of Pupils Per Elementary School Class (Table 24) Number and Percentage of Cities with Salary Schedules (Table 25)...... Minimum Salaries: In Cities Over 100,000 in Population (Table 26) In Cities 30,000 to 100,000 in Population (Table 27) In Cities 10,000 to 30,000 in Population (Table 28)... In Cities 5,000 to 10,000 in Population (Table 29)... rae In Cities 2.500 to 5,000 in Population (Table 30)... Comparison of the Median Minimum Salaries Paid Teachers in 1918-19 and 1922-23 (Table 31).. Maximum Salaries: In Cities Over 100,000 in Population (Table 32) In Cities 30,000 to 100,000 in Population (Table 33) In Cities 10,000 to 30,000 in Population (Table 34). In Cities 5,000 to 10,000 in Population (Table 35) In Cities 2,500 to 5,000 in Population (Table 36) Comparison of Median Maximum Salaries Paid Teachers in 1918-19 and 1922-23 (Table 37)... Amount of Annual Increases Provided for in City Salary Schedules (Teachers) (Table 38)... Amount of Annual Increases Provided for in City Salary Schedules (Principals) (Table 39)... Comparison of Annual Increases in 1918-19 and 1922-23 (Table 40)... Number of Annual Increases Provided for in City Salary Schedules (Table 41). Adoption of Single Salary Principles (Table 42). Amount of Experience Required Before Election in City Schools (Table 43)... Amount of Experience Accepted from Other Cities in Adjusting Salaries (Table 44)...» i Training Required for Election to City Schools (Table 45)... a aslealle cia hieiuanadiic : Rating of Quality of Teaching Service (Table 46). ooo een Saaremaa: colt Tene TE CE GF) cic nniesdn tinct ten cicada ates iaitinincvenee . Allowance for Summer School Attendance (Table 48)... IFES Salary Allowance for Completion of Professional Courses During School Year (Table 49)... Leave of Absence for Professional Study (Table 50) et bn SE pn i ie er Special Tenure Regulations in Cities (Table 52) 00 eeeneeeneeeeeeennecereennnnneeene ae 5 Teacher Retirement Systems in Cities (Table 53). cece Aameppiprrntenth rye Grainne Ca Gp inns erernercreenrncivarenreenrences nae ; Application of Suggested Salary Schedule (Table 55). Method of Introducing New Schedule (Table 56)... nance n eee neeenen ene Median Salaries Paid: Kindergarten and Elementary Teachers (Table 57)... SRR eee : Junior High School and Senior High School Teachers (Table 58). MES 3 EE ae ee Special Class Teachers and School Nurses (Table 59)... a a I EE ES ee ee ee a Junior High and Senior High School Principals (Table 61)... A EE ee eset Distribution of Salaries Paid Elementary Teachers in Cities Over 100,000 in Population (Table 62) Distribution of Salaries Paid Senior High School Teachers (Table 63)... Distribution of Salaries Paid Supervising Elementary Principals in Cities Over 100,0C0 in Population (Table 64) Median Salaries Paid Rural School Teachers and Principals by States (Table 65)... Distribution of Salaries Paid in One-Teacher Rural Schools (Table 66). Distribution of Salaries Paid Administrative Officers. tial ae! ) In Cities Over 100,000 in Population (Table 67)... : f : M4 In Cities 30,000 to 100,000 in Pouplation (Table 68)... EN a | LE re In Cities 10,000 to 30,000 in Population (Table 69). In Cities 5,000 to 10,000 in Population (Table 70). rm PALL: Ao EE ne > SE In Cities 2,500 to 5,000 in Population (Table 71) 2. cette neneennernnennnenne Distribution of Salaries Paid Directors or Supervisors: In Cities 100,000 in Population and Over (Table 72) 2c cece ceeeneeeeeeneeveeeeeneeneneenerern ‘ 96 In Cities 30,000 to 100,C00 in Population (Table 73)... eee isa cscs pein mee) 97 In Cities 10,000 to 30,000 in Population (Table 74) eee neen In Cities 5,000 to 10,000 in Population (Table 75) ence ene ne neeee ener In Cities 2,500 to 5,000 in Population (Table 76)... CLE ee ee ae Replies Received from Rural School Inquiry (Table 77) Seat ere SS : Training, Experience and Maturity of Teachers in Rural Schools (Table 78) 200 Shortage of Teachers and Salary Trends in Rural Schools (Table 79) o-oo ote App dix OO ee ee o — = d4 State Salary Medians... cece TEA RRR SO BR a ied General Explanation of Tables. Lae eo Seca suet Sa 0 ae , Cities Replying to Salary tequiry.. aS ae Ses he OR. ney ee ‘. Forms Used in Collecting Data........ SRE Te ee tel SS ES Bebeoted BibMegrapliy om Balearics i nce eeepc nec teen nnne [6] inte leac ( real Na issu the oth Th the: the sucl ous deci con: resp the atti 7 wo! imp teac bece the and thei thin hab: whi Uni rest teac inex trail grea The place of education in a democratic form of government.—The work of its schools is a Nation’s first concern. ‘This is particu- larly true when that Nation is a democracy. The control of the Government by an en- lightened majority who read, think and evaluate for themselves is possible only if the public schools effectively lay the foundations for civic intelligence. Without this, the Gov- ernment is certain to be in the control of an intellectual or political aristocracy, a group of leaders dictating to a voting majority. One restlt of the World War was the realization that the United States or no other Nation lives unto itself. At the present time issues of tremendous importance concerning the relationship of the United States to the other countries of the world are being settled. The responsibility for the final decisions in these matters must rest with the electorate of the country. ‘There is every assurance that such questions will become both more numer- ous and more complex in the future. If wise decisions are to be made, and permanent and constructive relationships established, a heavy responsibility rests upon the schools and upon the teachers who are influencing the ideals and attitudes of the citizens of tomorrow. The responsibility of the teacher—The work of the classroom teacher is of inestimable importance in any country. In an autocracy, teachers are responsible for training pupils to become submissive to authority, satisfied with the existing forms of government and society, and unthinking in their willingness to support their government. In a democracy, the teach- ers must train pupils to be self-reliant, able to think for themselves, but at the same time, habituated in the spirit of cooperation without which a democracy cannot exist. The teachers of the United States—lIn the United States the responsibility for these tasks rests upon a group of 700,000 classroom teachers. The majority of them are young, inexperienced girls with little professional training. Yet, in their hands is placed the great responsibility of training our future citi- INTRODUCTION [7] zens. On the basis of previous studies and the findings of the present inquiry, it is safe to say that three out of five American teachers have not had two years of professional train- ing beyond the completion of a four-year high school course—the standard accepted as a de- minimum for elementary Some of the more fortunate and progressive States and cities have approximately all of their teachers meeting this minimum standard. This means that less fortunate communities must content themselves with even fewer than two-fifths of their teachers this minimum degree. Because it is possible in many places for girls to commence teaching even before the completion of a high school course, many teachers begin when only eighteen or nineteen years of age. ‘They have made but little in- vestment in time, energy or money in order to prepare themselves for this work. Many of them will not remain in service more than three or four years and during that time can afford to teach for lower salaries than can those who have adequately prepared them- selves for this work. Need for higher standards in teaching.—Be- sirable teachers. trained to fore teaching can properly be called a profes- sion, standards for teachers must be raised in many of our States. While it remains pos- sible for a girl at the completion of an ele- mentary school course to pass a perfunctory set of examinations and secure a teacher’s cer- tificate, teaching in that State cannot be thought of as a profession. The requirements for entering teaching must be raised uniformly throughout the States or we will have compe- tition between the trained and the untrained. This will too frequently result in the un- trained group establishing the standards. Re- quirements for teacher certification may be raised by legislative enactments. Unless pro- vision is made, however, for securing the necessary additional supply of teachers capable of meeting the new standards, the legislation will have little effect. A number of States have passed measures raising standards for paper om eS a teacher certification only to have them disre- garded because of a shortage of teachers who could meet the requirements. The most effective way of securing an ade- quate supply of well-trained, capable teachers is to provide salary schedules which will at- tract a sufficient number of capable young men and women to teaching and offer them a career in this field. They must be assured a compe- tent living and a fair return upon the invest- ment required in securing the necessary prep- aration. Standards must also be raised by in- creasing the social prestige accorded American teachers. More capable men and women would be attracted to teaching if the positions were both socially and economically more de- sirable. The lack of esteem accorded Ameri- can teachers is not a lack of esteem for the work of the teacher, but rather a failure to respect the leadership of the teachers them- selves. When more people enter teaching who can and will take their logical positions as community leaders there is little doubt but that the teachers of America will take the place that they should occupy in the esteem and affection of the people. Teachers’ salaries and cost of living—An extensive study of teachers’ salaries in 1914 showed conclusively that teaching was an underpaid work compared with other occupa- tions.! Soon after this time, both salaries and the cost of living felt the effects of the Euro- pean war. Teachers’ salaries, as has been shown in several studies, lagged far behind in- creases in other lines of work. For several years following 1914 teachers’ salaries lost in their purchasing power.? During the period 1918 to 1920 the salaries of teachers were in- creased between 60 and 80 per cent over cor- responding salaries for 1914. This did not bring them to a place where they were com- parable to 1914 salaries, however. After 1920 when wholesale and retail prices de- creased somewhat from the 1920 peak the in- creases which had been given teachers gave their salaries once again the pre-war purchas- ing power. When this statement is made it should be kept in mind that they were ad- mittedly too low before the war. Re dex numbers indicate that there has bee: in the decrease in the cost of living. figures even indicate the beginning of rise. ‘Teachers’ salaries probably will nor }, come more adequate in the near future t decreases in the cost of living. During 1922 and 1923 normal sch gained their pre-war enrollments and were recruited at about the pre-wa: Another element, however, entered duri: war which makes the situation less fa from the standpoint of the schools. |) that period many of the previously exist cupational and professional barriers to were removed. Teaching now finds competing for recruits with other lines work equally or more remunerative, |ooked upon with social approval and requiring less rigorous training.* This has tended to lessen the number and the capability of the total group recruited for teaching. The present critical situation in the pa ment of teachers.—Before the World War th: United States had little realization of a tay burden. The heavy increase in direct taxes re sulting from the war made many citizens conscious of the increase and abnormally sens tive in all matters affecting taxation. As 2 consequence of this the United States is in the midst of a period of financial retrench ment in which the slogan “cut taxes” takes precedence over all others. Public education in the United States is almost wholl; ported by local, direct taxation. It is and should be the largest and most expensive single unit of government. Because of this it b comes the first target for those legislative and administrative officers who pledged themselves at the time of election to “reduce taxes at an) cost.” School buildings now cost more mone; both because more permanent types of con- struction and better provisions are being made for sanitation, health, and instructional! and play facilities, but primarily due to the cuses that have rapidly increased all building costs Instructional supplies, fuel, janitbrial service and similar provisions are costing more mine) WwW 1“Tangible Rewards of Teaching,” by Boykin and King. U. 8. Bureau.of Education Bulletin 16, 1914. 2 See, Facts.on the Cost of Education, Bulletin One of,the Research Division of the National Education Association, pp 3 Better Salaries—Better Citizens, Journal of the National Education Association, May 1923, pp. 206-7. [8] com for fore pres scho light dem mon they spen that T teres Edu zatic teacl ota the ¢ large end teacl ing. schec servi Nati rend: incre will Educ for the same reason that these elements cost more in the maintenance of business or in the upkeep of the home, Teachers’ salaries cost more because of the additional number of teachers needed to care for a growing school population and because of the increases that have been made in teach- ers’ salaries to offset the increased cost of liv- ing. Again, because is the largest and most conspicuous item in the cost of operating public schools, teachers’ sala- ‘ ‘salaries paid teachers” ries have been made the first targets in pro- posals for reductions of expenditures. Cam- paigns which have been started in some com- munities to reduce the cost of public schools have resulted not in reducing the costs of the schools, but in lowering the standards of serv- ice. In that sense the schools are costing the community just as much and probably more for what the community is receiving than be- fore the reductions. What is needed at the present time are not campaigns to reduce school expenditures, but campaigns to so en- lighten American communities that they will demand more intelligent expenditure of school moneys and insist upon securing more for what they spend, rather than to have one goal of spending Jess regardless of what they get for that reduced expenditure. The National Education Association's In- terest in Teachers’ Salaries—The National Education Association as a professional organi- zation of professionally minded American teachers has set as one of its goals the securing of a trained teacher for every schoolroom of the country, whether that schoolroom is in our largest city or our remotest district. ‘To this end the Association has striven to secure teachers’ salaries that will justify such train- It stands for an administration of salary schedules that will secure the greatest possible service from all teachers to the children of the Nation. Only to the extent that the service rendered by the teachers of the United States increases in value, both present and potential, will the aims and purposes of the National Educational Association be attained. ing. Tangible Rewards of Teaching 1914—Boykin and King. Teachers’ Salaries and Cost of Living in 1918. Teachers’ Salaries and Salary Schedules in 1918-19. E Salary Schedules 1920-21, Cities Over 100,000 Population. Division, Bulletin One, June, 1922. The National Education Association Com- mittee on Teachers’ Salaries—The National Education Association distinctly stands for the adequate payment of trained teachers. It has been instrumental in placing before the teach- ers and school patrons of the country import- ant facts on the salaries of teachers at times when those facts were felt to be most needed.! In order to continue to render this service to education and through it to the United States, the President of the National Education Asso- ciation in 1923 appointed another committee on teachers’ salaries to study the situation and provide school men with needed information. The critical situation in which many school systems found themselves in the Spring of the present year in the matter of securing con- tinued and, where necessary, increased support for schools demanded a knowledge of the actual facts concerning teachers’ These facts with some of the principles and devices which have been used successfully in the payment of teachers have been assembled in this report and in the more detailed tabula- tions given in the March, 1923, Research Bul- letin of the National Education Association. Acknowledgments.—In presenting this Re- port acknowledgment should be made to the city and county superintendents of the United States who supplied the data without which such a study would have been impossible. The prompt response of these school administrators salaries. to the request for information sent out by the Salary Committee is an encouraging sign that the services which the National Education Association is rendering to education are ap- proved. Acknowledgment is also due John K. Norton, Director of Research of the Na- tional Education Association and his assistants for so effectively handling the tremendous task of tabulating the returns that they are available in time to be of real service in meet- ing the needs of the ensuing year. This Re- port would not have been ready at this time had it not been for the prompt and efficient work of the Research Division. ‘ Report of Committee on Salaries, Tenure, and Pensions, 1905. E. 8, Evenden. F. W. Ballou. [9] The Committee wishes to express its in- cation, who made available the questio; debtedness to Dr. John J. ligert, United trom which were tabulated the valuabl. States Commissioner of Education and Mrs. are ; F : Katherine M. Cook, head of the Rural School _™@! given herein relative to salaries paid Division of the United States Bureau of Edu- rural districts of the country. H be al Ol fo Salary Committee of the National Education Association f Miss Myra L. Snow, Dr. Cuarces E. Rucu, th 1 Teacher, Public Schools, Professor of Education, br | ; 4 A ree ty : ra 1 Seattle, Washington. University of California, = i Berkeley, California. $2 He Miss Fiorence M.-HAteE, Mr. E. C. Fisuer, us , : te mz Supervisor of Rural Schools, Superintendent of Schools, fe State House, Rock Island, Illinois. rec Augusta, Maine, tw she tal Miss ANNIE L. GriFFEY, Dr. E. S. EvenDEN, Chairman “a Hf Supervisor of Graded Schools, Professor of Education, for i City Public Schools, Teachers’ College, old Little Rock, Arkansas. Columbia University, a New York City. re el bee of def $10 this bec of the cost of ( the sec dim of 1 eres . enri inst for | the, CHAPTER I Teachers’ Salaries and Salary Trends, 1922-23 lhe American taxpayer is on a “rampage.” His tax bill has rapidly increased since the beginning of the war. He does not stop to analyze the causes of this increase, to find out how much of his tax money goes to pay for the war and how much for other purposes, or to decide whether the increase is or is not for his and the public welfare. He does know that he dislikes to pay taxes and that his tax bill measured in dollars has increased very rapidly in the last decade. He forgets that his income is now $5,000 instead of the £2,000 or $2,500 he received before the war. He also does not realize that the Federal Government is now, through its income tax, making him contribute directly for many services that he formerly supported indi- rectly. He has ceased to resent paying twenty five cents for the moving picture show which used to cost but ten cents. He takes, without remonstrance, the thirty-five cent price of the magazine which used to sell for fifteen cents. He fails to recognize the old familiar five cent loaf of bread when he now pays ten cents for it. These are smaller items than his tax bill even though more frequently met. The cost of the public schools has recently been brought under the threatening scrutiny of this taxpayer. He knows with great definiteness that his school tax bill is now $100 when it was formerly $50. He knows this because he pays the bill directly and also because he has been so frequently reminded of the fact by organizations established for the purpose of keeping taxes down at any cost. He does not consider that the number of children served has increased rapidly in the last decade, especially in the fields of secondary and higher education. He but dimly realizes that the growing complexity of modern civilization, placing greater and greater burdens upon the school, requires an enrichment both of the content and fields of instruction in order to successfully prepare for life in that civilization. He forgets that the depreciation of the dollar which has made ! See the Research Bulletin of the National Education Association, March, 1923, page 73. [11] the loaf of bread that once cost five cents cost ten now, also has made the year’s schooling that once cost $50 cost $100 now. He does not appreciate that the increase in school costs during the war decade was less rapid than the depreciation of the dollar would have justified,' and that due to the sacrifices of the teachers of the Nation the loss in the dollar’s power to purchase educa- tional services has been less than in other fields. In short, the taxpayer buys other com- modities at double the pre-war price without a protest. He has made the necessary mental adjustments. The article or service he desires cannot be had for less so he pays the new price as a matter of course. When he comes to purchase for the children of the nation that service so necessary to the safety, happiness, prosperity, perpetuity and inter- national usefulness of the nation—an edu- cation—he finds the adjustment less easy. He forgets that he is paying for services rendered. The picture entertainment, the magazine, and the loaf of bread are more tangible. He can see or eat them, even though their effects are transitory. They may be more tangible, but they are not more real than are the returns from school taxes under the present organization of society, nor more necessary. The tax- payer is wrong if he thinks of them as mere “outgo” with no return. There is little justification for extravagant statements that school costs threaten to bankruptthe country. A table of school costs beside the figures for national income re- veals the ridiculousness of such a contention. True, school costs have attracted a great deal of attention. The general property tax bears almost the total cost of public schools while other governmental costs are financed at least partly through indirect taxes that draw upon the whole wealth of the Nation. This is the principal reason why school costs attract as much attention as they do. School men and all citizens interested in omnes tmp en) SPE ee na, the work of the public schools should assist in making more careful analyses of the school’s relation to taxation. It is the duty of school executives and teachers’ associations to let the taxpayer know the facts and realize the truths that are necessary to a fair judg- ment concerning public school costs. Facts must be used and not mere opinions biased by tradition or personal sentiment. As a people we must come to look upon uni- versal education not merly as an expense but as an investment—an investment that will increase our economic wealth and at the same time serve as economic and social insurance. When we so regard it, and only then, may communities and states intelli- gently decide the degree to which they wish to invest in this form of service. The Purpose and Value of the Salary Inquiry The principal reason for this study of salaries in American public schools was to furnish accurate data concerning salaries for the use of those studying the problems involving school expenditures. The facts given in the subsequent discussion and tables may be taken as representative of the situa- tion in the country at this time. Aside from the general national value of accurate data on salary costs at this time, the facts in thisreport should have a much greater value to individual cities or counties or even States where educational costs and educa- tional programs are under consideration. It is hoped that these communities will be able to secure a clear and more accurate méasure of what they are spending for education compared with other comparable places and with the country at large. A community may find that it is paying higher salaries than the median salaries for cities of its size. This does not necessarily mean that it is paying too much, or that the Board of Education is extravagant, or that the superintendent is inefficient, or that salaries should be reduced, or that the salary schedule should be changed. It may mean any one or more of these, but it is more likely to mean that the community believes more strongly than the average com- munity in the value of public schools, wants better teachers, and pays enough to get them. In any comparisons with median salaries it must constantly be borne in mind that the median is only the half-way point in a. bution of salaries and that there are » as many receiving salaries above as | the median. No particular virtue tached to being at the median point jy ¢h, support of education. tricts to be at the median point represents real educational accomplishment, while {0 other cities with much greater financi, resources to be at the median point W0u\| be a sure sign of educational inertia. \\ hey a city finds its expenditures for teachers salaries distinctly below the median for com parable cities it may well ask itself whethe it can afford to remain in that relatiy position—a position which becomes low cr 3s every other city raises its standards. \\ hen a city finds its salaries distinctly above th median for cities of its size it may well ask itself, first, whether it is getting the superio service for which it is paying, and second, whether it will be content to lose its reputa tion for having well-supported schools, }, failing to maintain its relative position even if maintaining it necessitates increased su; port of education. The schools belong to the people and serv: their children. There is no justification {01 presenting a partial picture of the x ae situation to these people or for misrepresent- ing educational facts in any way. Care should always be taken to claim no more fo: facts used from a study of this nature tha the facts themselves will justify. Peop| have a right to know the situation of ¢! schools as it actually exists. They are th: in a position to assume the responsi): ity rightfully theirs of leaving it as it is 0! changing it. One of the greatest mistakes which schoo! men have made in the past is that they have not kept the school patrons and the taxpayers of their school districts promptly, accuratc! and constantly informed about the schov's. It has too frequently been necessary to have an educational budget threatened or a bond issue for needed buildings conducted to make school men feel the necessity‘ for letting parents know the splendid work the schoo!s are doing. This “threatening calamity’ :/ “hard luck story” kind of school publicit\ is coming to be looked upon with suspii) and disfavor. Constructive, frank and jp! sistent school publicity campaigns mus! « [12] For some poor dis- suc tio mo the Th mo rea con Ed: has at j Kin Ele Kin Jun Sen Spe Sch Ele: Ele Jun Sen place this type and in replacing it make it unnecessary in the future since needed funds will be supplied and needed buildings will be built when a community knows enough about its schools to know that these things are needed. Teachers’ Salaries Are One of the School’s Important Problems In the United States between 65 and 70 per cent of the total current expenses of operating public schools, go for teachers’ salaries. This alone would justify the National Education Association in its effort to secure accurate data on this item in the school budget. Aside from the importance of such data financially, the educational signifi- cance of teachers’ salaries is even more important. The way the money appropri- ated for teachers’ salaries is spent determines such fundamental things as (a) the prepara- tion and training of the teachers secured; (b) the kind of teachers retained; (c) the morale of the teaching staff; (d) the place of the teachers in the life of the community. The relation of teachers’ salaries to these more fundamental elements was the primary reason for the appointment of a salary committee by the officers of the National Education Association and the drive that has been made to make the data available at an early date. How the Information was Obtained The data presented in this report were obtained as a result of three separate in- quiries. The forms used in these inquiries are reproduced in the appendix, page 109. One inquiry was sent by the Salary Com- mittee of the National Education Association to the Superintendents of Schools of every city over 2500 in population. Replies were received from 964 cities in time to be used in the principal tabulations—those relative to salaries paid. The data resulting from this inquiry are especially valuable since they are comparable with that gathered in the inquiry of 1918-19.' The percentage of large cities in 1918-19 was considerably lower than in the present inquiry. This weights all medians and distributions in which the results from all cities are concerned. ‘This fact should be kept in mind in interpreting all tables where this factor operates. A second inquiry was sent to all rural school superintendents—those in charge of schools found in counties and similar units. Of these superintendents 999 replied from all sections of the country. This inquiry sought general information concerning the training, experience and supply of teachers in rural districts. See page 99 and following. The replies of a third inquiry were made available through the courtesy of the United States Bureau of Education. This inquiry which is sent to al] rural school superinten- dents annually by the Bureau gathers infor- mation concerning salaries paid in various types of rural school positions. From these questionnaires were obtained the tabulations concerning salaries paid in rural schools which appear in the report. ‘1 Teachers’ Salaries and Salary Schedules in the United States 1918-19, E. 8. Evenden. Commission Series No. 6, National Education Association. TABLE 1.—MEDIAN SALARIES PAID CITY TEACHERS AND PRINCIPALS IN 1922-23 Cities over 100,000 in population Teachers Principals Cities 2,500 to All 5,000 in cities population 6 Cities 5,000 to 10,000 in population 2 Kindergarten ! $1791 5 $1264 $1193 1200 105 1 Elementary !. . 1467 1 1204 1108 1 1 1 Kindergarten and Elementary......... 7 1466 Junior high-schoo 1665 Senior high-school 1917 Special ¢ 1653 nae nurses . ons ‘lementary non-supervising principals ¥. 7 Elementary aaperviina principals... 4 2344 Junior high school principals........ .. 3041 Senior high-school principals. .......... 3808 1370 | 271 1567—s| 1463 1425 | | 7 69 63 1388 1342 1850 1594 2062 2 4 4 1460 1880 1890 2498 For the detailed distributions of salaries guid on which the medians in this table are based see Tables 5 to 13. page 104 for a general explanation of all tables. 5 1The detailed distributions segregating kindergarten and elemen teachers are not reproduced in this report, but may be found in the March Research Bulletin of the Natio Education Association, page 91 and following. [13] a it ae OA ar — he Median Salaries in Cities in the United States, 1922-23 The median salaries for teachers and prin- cipals shown in Table 1 for the five different sized groups of cities gives a brief but accurate picture of the salary situation in the cities of the country during 1922-23. This table, as do others included in this report, requires a minimum of comment. Administrators and teachers can take from each table the figures that apply to their particular problems. The facts which seem to be of general significance require brief comment. The median salary of $1653 for city ele- mentary teachers would indicate that the National Education Association standard of at least $1200 a year for every teacher is an actuality in many cities. The median is weighted by the larger salaries and larger numbers of teachers in the group of cities over 100,000 in population. Sixty-one of the sixty-eight cities of this size in the United States replied to the inquiry, including New York, Chicago, and Philadelphia. There are consistent differences in the median salary paid junior high school and elementary teachers. This is the result of the additional training that is now being demanded of junior high school teachers. There are still greater differences in the median salaries paid senior high school and junior high school teachers than there is between the salaries paid junior high and elementary teachers. The difference between the median salaries of elementary teachers and high school teachers in any size group varies from $361 to $616. ‘This difference represents the salary recognition that is made between normal school training and collegiate training and more than justifies on the basis TABLE 2.—MEDIAN SALARIES PAID RURAL TEACHERS AND PRINCIPALS IN 1922-23 of practice the conservative $200 salary jp. crease for each year of additional tr. recommended in chapter five. The median salaries of teachers of speci) classes (ungraded, subnormal, cardiac, and other atypical groups) and school nurses are more consistent throughout all sizes of cities than any other groups. The only exception is where the special class teachers are paid distinctly higher salaries in +h, cities over 100,000 in population. Near three-fourths of the special teachers reported are in this group. Non-supervising elementary principals ar largely teachers who in addition to regu|ar) instructing a class have some administratiy: duties, and the salaries of these officers are but slightly above those paid classroom teachers. Supervising elementary principals receive salaries distinctly above the non- supervising group. The median salaries of junior high school principals and senior high school principals bear roughly the sam relationship to each other and to the median salary of elementary principals that th median salaries of the teachers in these schools do to each other. The most consistent and outstanding gen- eral fact in Table 1 is the effect of the size of city upon the salaries paid. As in practi- cally every salary study where cities have been arranged in size groups, the larger cities pay distinctly larger salaries. Those inter- ested in studying median salaries paid teachers and principals in cities of various sizes by states should refer to Tables 5 to 61 in the appendix. Median Salaries in Rural Districts In Table 2 the median salaries paid teach- ers in various types of rural schools are given Three or Three or | Schools more more . having One- teacher | Consoli- All Elemen- | Organ- both All Teacher teacher Two- schools dated sin rural tary ized elemen- prin- and tural teacher in schools — teachers | school high tary cipals principals schools schools only school | and high country only schoo pupils I 2 3 4 5 6 7 8 rs) ee Median salary...| $765 744 845 1003 1121 845 939 1495 1303 table is based upon por distribution of salaries paid in rural schools as given in Tables 14 and 15 See p.: 104 Pg a general explanation of all tables. {1 4] for t indi diffe rura give diffe cons paid Tab grea teac lack that Ni ineqt - Super Assist Secre' Busin Super Secret Chief Direet Diree' Kinder Primar Interm High-s Contin Evenin Amerie: Voe atic Mz anua Home | Health. Physica ATt., sa Music. . Penmar Attends Officers be of -_— for the country asa whole. The outstanding indications in the table are: (1) the great diferences between the median salaries in rural schools and in city schools as they were given In Table 1, and (2) the encouraging difference in salaries paid rural teachers in consolidated schools compared to the salaries paid in the one and two teacher schools. Table 65 in the Appendix showing the great variations in median salaries paid rural teachers by states is indicative of the lack of equality of educational opportunity that exists in the Nation today. Not only is there a lack of equality, but the inequalities are becoming greater. Between TABLE 3.—MEDIAN SALARIES PAID ADMINISTRATIVE OFFICERS, 1922-23 1921-22 and 1922-23 as this report clearly shows there was a general increase in the me- dian salaries paid in city schools. Table 65 shows that the tendency was in the opposite direction in rural schools. The median sala- ries paid in one-teacher, two-teacher and three- teacher schools are slightly lower in 1922-23 than in 1921-22. In short, where there is the greatest need for increased salaries to at- tract capable teachers, that is, in the rural dis- tricts, salaries have actually decreased. ‘The only exceptions to this dark picture are the teachers in villages and in consolidated schools where the medians increased between 1922 and 1923. | Cities Cities Cities Cities Officers over | 30,000 to 10,000 to 5,000 to | 2,500 to | 100,000 in | 100,000 in 30,000 in 10,000 in | 5,000 in population population population population population I 2 3 4 | 5 fa Superintendent.......... ; ; : $8000 $5861 | $4110 $3557 $3082 : : {4900 1) ; ~ + } , Assistant Superintendent Piaatds FRED hp takiare do (4298 1] 3333 «| 8025S 2000 Secretary of board......... Gein kc gatas 4156 2457 | 811 400 266 Business manager. o 4300 3050 | 2520 | 2300 a Superintendent of buildings : and grounds She 3650 2543 1930 | 1700 1700 Secretary to a meal seetdok dun ie Send ou ov 2162 1500 | 1225 1032 726 Chief attendance officer. ae tied ee 2560 1900 1434 800 Hes Director of research. . ‘ 4133 2575 2600 | Director of tests and measureme 0 es Ee 2550 2150 1850 1350 This table is based upon the detailed distributions of salaries paid administrative officers given in Tables 68 to 71 in the appendix. See page 104 for a general explanation of all tables. 1The two figures given represent the median of the salaries paid the best paid assistant superintendents and the median of the salaries paid the poorest paid assistant superintendents in cities of this size. TABLE 4.—MEDIAN SALARIES PAID DIRECTORS AND SUPERVISORS IN 1922-23 Directors Cities | Cities Cities Cities Cities and over | 30,000 to 10,000 to 10,000 to 2,500 to Supervisors | 100,000 in | 100,000 in 30,000 in 5,000 in | 5,000 in population | population population — population population — eS = 2 3 4 x | eu. Kindergarten. . eS e POPE AT OP --| $2825 2467 $1975 ~ $1450— $1325 PUR se ink cha sO oe oe SS Rh CR Se 2800 2400 1871 1620 1500 Intermediate and Grnninas 3. a | 3:00 2484 2200 2033 1967 High-schools!............. Seer a 4000 3150 2700 2700 2350 Continuation. . Se oy Oe ee ee ienak 3800 | 2550 1800 | 2250 500 i, see y 2 er Sree Ape! ean} ee | 600 531 | 700 vee Americanization............ j Me Sar codadel 3000 2060 800 367 Vocational Education....... 0 See 3767 3040 2433 2900 Manual Training........... re oan 3233 2610 2095 1978 1865 Home Economics.......... i eWaci | 2700 2110 1633 1511 1455 Health. ieee SR OS ee : 3175 2300 1180 1400 1233 Physical Education. scare ehlis eat Ren Re a 3138 2479 2117 1889 1714 Art. ne eee ae ee 2875 2055 1682 1565 1385 Music. ES Se eee eae Wiis Kae 2963 2292 1766 1504 1423 Penmanship.............. er SS ee veal 2543 | 2060 1714 1457 1429 aL 6 a Rae sn 4.54 ss a ia tine 1800 2 1583 1035 384 335 For - detailed tabulations of salaries paid directors and supervisors on which the medians of this table are based see Tables 72 to 76 in the appendix. 1 Supervisors of Junior high and Senior high schools (either or both). * The two figures given represent the median salaries of the best paid attendance officers and the median salaries of the poorest paid attendance officers in cities of this size. [15 J The Median Salaries Paid Administrative Officers in Cities in 1922-23 The median salaries paid administrative officers in cities of various sizes in 1922-23 are given in ‘Table 3 and show that there is even a more marked relation between size of city and size of salary than was found for teachers and principals. ‘The most noticeable differ- ence is between cities of over 100,000 inhabi- tants and smaller cities. Median Salaries Paid Directors and Super- visors in Cities in 1922-23 Considerable allowance must be made when the median salaries for directors and super- visors given in Table 4 are used for the fact that there is probably little uniformity in the duties of the officers listed in this table. A “supervisor of secondary education” in one city is very likely to be doing the same things as one of the assistant superintendents of an- other city whose special work is in the secon- dary field. A “supervisor of music” in one city may be listed as a “special teacher of music” in another. Even with all necessary a||oy ances for these discrepancies the medians jp Table 4 indicate rather clearly at least {oy; tendencies: (1) special supervisors and direc. tors are more frequently employed at the pres. ent time in larger than in smaller cities: (2 salaries paid in these positions, especially in th. three smallest groups of cities, are too small to guarantee either well trained or distinct}, capable people; (3) the larger cities are recog- nizing the value of and the need for increased supervision and are providing for it; (4) the tendency to keep capable men in education by giving them administrative and supervisor positions with corresponding higher salaries js shown by the difference in the median salaries in all sizes of cities for those positions usuall) filled by men compared with the median sala- ries for positions usually filled by women. Distribution of Salaries for Various Groups, 1922-23 The median salary is the best single index of the total situation in any line of work for any TABLE 5.—DISTRIBUTION OF SALARIES PAID ELEMENTARY TEACHERS 958 Cities in 1922-23 Amount 59 cities 101 cities 214 cities 260 cities 324 cities Total of over 100,000 30,000 to 10,000 to 5000 to 2500 to 5000 for salary in 100,000 in 30,000 10,000 in in 958 population population population population cities T 2 3 4 5 6 7 Below MEF? NG GE woe ws stots csc 169 163 38 74 44 RS ee oe ee Le a 159 173 3 Te Te. .n nale ces ben & 225 218 156 232 Ee ee ee 273 410 499 437 161 9 is SRS Fe 525 843 681 87 2927 1000 1537" 1017 1382 914 972 1100 1518 1615 1269 937 1200 2028 2032 1201 855 1300 3166 2214 2167 890 523 1400 4769 : 1479 782 244 1500 6650 2799 1045 552 170 1600 7547 1836 553 210 102 1700 S488 1175 307 127 37 1800 5674 1753 251 52 26 1900 4126 681 197 10 17 2000 12,800 246 171 7 10 2100 2001 203 41 1 5 2200 2250 58 | OR eo Oe a, oe 2300 1267 30 i i, Ce See cee tbe euees es 2400 850 8 10 2 5 MOGReEgRRSES 2500 4098 45 2 Oi SE Sa eae 2600 1076 10 SE OR HE Ie ee 2700 661 2 i a ee Ns oS ow pena 2800 6338 itty lp 45 ae a en A RERUN cles 4-cs naceecces 2900 a | tngas.& 0's epee | SE SAR Rosas" ae Steg ee er 2999 +- 3282 ee Ree rere Sr ge Ree Se Pie) ae, ae ar ee _ nr 81,033 19 ,470 12,915 7551 5692 4126 ,66 Median . $187i $1466 $1289 $1204 $1108 $165 Read Table 5 as folowe: Bes cementery 6 teachers in cities over 100,000 in tion were reported receiving salaries between $1000 ar ky 099 (column 2), ete. The median for the 81 elementary teachers reporte! by cities of this size is $ summarizes Tables 22 to ¢ the March, 1923, Research Bulletin of the C Soael hiieeaalie Anseniaaion, w aires Gages See batons high school a segregate: fi of the five of cities. See ora explanation ™ “Teachers win cities over Too, in i ‘receiving less ort were all distributed in $1000 group some Thes: tribu' from M situat whole that s little four know basis whetl pared wheth other the ty of Su upon there that 1 ever t lotal Medi size of city. ‘There are a number of elements, however, Which are needed to solve local prob- lens which a median salary will not furnish. Communities are interested in knowing the total range of salaries paid, in knowing how low are the salaries for elementary teachers in some places and how high they are in others. These facts must be obtained from total dis- tributions of teachers’ salaries rather than from computed medians. Median salaries show only part of the total situation. Distributions tell more, but not the whole story. When it is known, for example, that some elementary teachers are receiving as iittle as $600 a year while others are receiving four times as much only part of the story is known. Before any action is taken upon the basis of these figures one should also know whether the teachers are equally well pre- pared, whether they are equally capable, whether living costs are comparable, and such other elements as affect the differences between the two school systems. The principal value of such comparisons is its stimulative effect upon places paying the lowest salaries, since there is little tendency that teachers, or for that matter, any public service groups will ever be overpaid. TABLE 6.—DISTRIBUTION OF SALARIES PAID JUNIOR HIGH SCHOOL TEACHERS 416 Cities in 1922-23 Distribution of Salaries Paid Elementary Teachers A careful study ‘of the distribution of sala- ries in Table 5 for elementary teachers, which also includes kindergarten teachers, in cities of different sizes will be helpful to one wishing to establish the minimum and maximum limits for new or revised schedules. The wide ranges of salaries set in the cities over 30,000 in population are full of promise. It is lit- erally a promise to mature and capable ele- mentary teachers that they may look forward to salaries that will give them a certain degree of economic independence. Another fact of tremendous import to the securing of trained teachers, revealed in this table, is that only about one in every 300 elementary teachers in the cities of the country now receive a salary, if it can be so designated, below $600. Only five per cent of city elementary teachers re- ceive less than $1,000. At the other end of the distribution there is the encouraging fact that 28 per cent of these teachers receive $2,000 or more a year. teachers are almost exclusively in the larger cities, which group is dominated by the num- bers and the salaries paid in Chicago and New To be sure these Amount 28 cities | 55 cities 85 cities 108 cities 140 cities Total of over 100,000 — 30,000 to 10,000 to | 5000 to 2500 to 5000 =| for salary in | 100,000 in 30,000 in 10,000 in in 416 population population population | population population cities I | 2 | 3 4 } 5 6 7 Below $1100 20 91 156 80 121 468 1100 22 80 | 108 63 134 | 407 1200 70 153 128 126 144 | 621 1300 130 217 | 213 152 108 820 1400 182 285 196 112 85 860 1500 165 494 150 88 52 949 1600 389 483 | 141 | 56 | 23 1092 1700 416 275 76 | 28 14 809 1800 390 388 69 ll 12 870 1900 433 249 36 11 | 7 736 2000 580 158 37 10 9 794 2100 440 104 15 3 3 565 2200 351 181 13 7 552 300 346 31 9 4 a 390 2400 201 45 ee ER ee 251 2500 170 17 5 | ee 192 2600 186 6 Bi Ohi has oss gahitenana } eat 195 2700 31 1 5 Se ark 40 2800 123 Py A ORE ee 123 2900 73 ee A | c et tee he be 4 or eee a — =e York City. There are, however, an increas- ing number of salaries of this size in the smaller cities. Table 5 shows at a glance the predominance of $1,000 and $1,200 at the lower end of the distribution and of $1,500 and $2,000 at the upper end. ‘These repre- sent the prevailing lower and upper limits in existing salary schedules. Distribution of Salaries of Junior High School Teachers The same outstanding features are present in Table 6 giving the distribution of junior high school teachers’ salaries as were noted for elementary teachers with two exceptions. The lower end of the distribution do not go as low as for elementary teachers, while the upper end is distinctly higher. Fourteen and four tenths per cent of the elementary teachers re- ceived less than $1,200 while only 7.3 per cent of the junior high school teachers in American cities received less than that amount. Thirty- six per cent of the junior high school teachers received $2,000 or more. Distribution of Salaries of Senior High School Teachers In the distribution of high school teachers’ salaries, as given in Table 7, the same wide range is found, though at a higher level. |p marked contrast to the distributions given jn Tables 5 and 6 is the increase in the numbe; of higher salaries. In the high schools repre- sented in thisstudy three out of every five teachers receive $2,000 or more per year. the largest group of cities it is a safe esti- mate that 25 per cent of all high school teach ers in cities less than 100,000 receive annua! salaries of $2,000 or more. Further evidence that high school salaries are on a different level than those in the elementary and junior high school fields is the fact that only a little over 4 per cent of the high school teachers in cities receive less than $1,300 a year. The cor- responding figures for elementary and junior high school teachers are 22 per cent and 12 per cent respectively. The higher salaries paid high school teachers is a recognition by the public of the difference in value between Leaving out TABLE 7.—DISTRIBUTION OF SALARIES PAID SENIOR HIGH SCHOOL TEACHERS 881 Cities in 1922-23 Amount 59 cities 101 «ities 200 cities 229 cities 292 cities Total of over 100,000 30,000 to 10,000 to 5000 to 2500 to 5000 | for salary in 100,000 in - 10,000 in in 881 population population population populatien population cities u 2 3 4 5 6 7 Below ; a sy Oe ee 161 407 430 565 1563 i Boe SR 150 441 383 469 144 1400 493 ! 335 478 420 361 2087 1500 344 446 637 432 375 2234 602 542 619 406 195 2364 1700 684 591 452 230 109 2066 1800 991 653 274 177 2525 1900 791 531 265 141 59 1787 2000 1115 574 298 118 87 2192 2100 1547 440 162 49 42 2240 2200 1251 439 179 77 45 1991 2300 935 224 145 21 1345 2400 1572 294 109 38 16 2029 2500 205 76 13 11 1231 2600 1 106 6 12 1796 2700 519 76 20 5 5 625 2800 816 43 Th yy FO SR 3 876 2900 319 26 5 i 4 355 3000 506 43 7 oe 2 a 560 3100 13 3 OS eR? 8 eae 251 3200 1472 17 8 oe EEE ae aR see 1499 3400 801 Re ele SS, Oo ne paeananEE: 817 3599+ 2676 ee RSPR er ke ae er 269 Total...... 20 ,239 5937 4788 3049 2555 36 ,568 an Median $2487 $1917 $1670 $1567 $1469 2101 Read Table 7 as follows: 493 senior high school pastors as over aay ong od in ee, were Soporte a receiving salaries between ane and $1499 (column 2), ete median salary senior high-schoo teachers by cities of this size is $2487. This Epes tai cummnamiians Seen 25 t0 38 of the March. 1923, Research Bulletin National Education Association, which gives salaries paid senior re school teachers by states for each of the five groups of cites See page 104 for genera explanation of all tables in cities over 100,000 in population receiving less than $2500 tabulated in the $1400 group. teach and high a sta accep For 2 rathe high arati¢ sions ment: An Table schoo: smalle cent ¢ recelV half « tween salary than « cities of $3, Distri Th class t teachers with four or more years of training and teachers with two or less. Requiring high school teachers to be college graduates is , standard of preparation almost universally accepted at the present time in this country. For a number of reasons this standard has been rather strictly adhered to. As a result the high school teachers are more uniform in prep- aration and more comparable to other profes- sions than are the teachers in either the ele- mentary or junior high school. Another striking contrast furnished in Table 7 are the salary differences between high school teachers in the large cities and in the smaller cities and villages. About two per cent of the high school teachers in large cities receive less than $1,500 while more than one- half of the high school teachers in cities be- tween 2,500 and 5,000 receive less than that salary. It is an encouraging fact that more than one-fourth of the high school teachers in cities over 100,000 are now receiving salaries of $3,000 or over. Distribution of Salaries of Special Class Teachers The distribution of the salaries paid special class teachers in cities gives unmistakable evi- dence that American public schools are mak- ing increased efforts to adjust the schools to the needs of the children and furnish the spe- cial teachers necessary to do this. This group of teachers is unquestionably better trained than the average elementary teacher and this training is recognized in the higher median sal- aries paid special class teachers. This fact also accounts for the larger percentage of spe- cial teachers receiving salaries of $2,000 and over, as shown in Table 8. Distribution of Salaries of School Nurses The distribution of the salaries paid to school nurses in American cities as presented in Table 9 shows, in the first place, that the range of salaries is relatively limited. In the second place the salaries show less variation between cities of different sizes. In the third place the number of nurses employed in the smaller cities is larger in proportion to the number of teachers than in the larger cities. With the exception of the cities over 30,000, school nurses receive higher salaries than ele- mentary teachers but lower than high school teachers. This is probably where the relative amounts of training possessed by school nurses would place them. When school nursing is TABLE 8.—DISTRIBUTION OF SALARIES PAID SPECIAL CLASS TEACHERS 417 Cities in 1922-23 81 cities 30,000 to 100,000 in population 55 cities over 100,000 in population 105 cities | 87 cities 10,000 to —s | 30,000 in population 89 cities Total 2500 to 5000 in for 417 cities 5000 to 10,000 in population 5 population _ Total. ... 4220 $1653 Median. . . $1578 327 328 331 407 446 464 510 425 500 319 346 293 162 90 917 NW wor WOON — OW restores 5865 $1928 Tables giving detailed distribution of salaries paid special explanation of all tables. group. *Teachers in cities 10,000 to 30,000 in pc $2400 group. i $2300 group. Read Table 8 as follows: 97 special class teachers in cities over 100,000 in population were reported receiving salaries below $1300 (column 2); 92 salaries between $1300 and $1399, etc. sa the 422 ci class teachers (ungraded, sub-normal, cardiac and other nays classes) reported by cities of this size is $2071. groups of cities may be obtained by addressing the National Education Association. 1 Teachers in cities 30,000 to 100,000 in population receiving more than $2000 were all tabulated in the $2100 ypulation receiving more than $2300 were all tabulated in the 3 Teachers in cities 5000 to 10,000 in population receiving more than $2200 were all tabulated in the The median salary for the 4220 special teachers segregated by states for each of the five c See page 104 for a general [19] developed to a degree where it is firmly placed upon a collegiate level and where school nurses may be expected to have some training in the field of education as well as the special field of nursing the salaries of school nurses should go on the regular salary schedules at the levels their training and experience would place them. Distribution of Salaries of Non-Supervising Elementary Principals Many of the non-supervising principals whose salaries are given in Table 10 are regu- lar classroom teachers in small places where they are responsible for certain reports and minor matters of discipline. One would ex- pect more of these positions in the smaller places where homes are scattered and building units consequently small. The growing reali- zation that both economy of operation and educational efficiency are increased by larger building units has resulted in closing many of these small units in the larger cities. It should be a matter of surprise that so many of them remain as Table 10 would indicate. Since the majority of these non-supervising principals are in reality classroom teachers, chosen because of their success as teachers, they should by virtue of their success and experi- TABLE 9.—DISTRIBUTION OF SALARIES PAID SCHOOL NURSES 404 Cities in 1922-1923 ence and because of added administrat sponsibilities be expected to receive salaries than they do. In no size gr cities is the median salary for this g: high as for high school teachers. Distribution of Salaries of Supervising Ele- mentary Principals In the majority of American cities t! ary schedule for supervising elementary p;ip cipals begins slightly above where the schedule for elementary teachers end \ comparison of the distributions in ‘Table || with those in Table 5 will show this rathe; clearly. There will, of course, be some lapping in the total distributions for any <7 group of cities, but there is practically no lapping in the individual cities comprising the distributions. As building units in al! increase in size there is going to be mor more demand for principals who give nearly all of their time to supervisory ties. When these principals are as detii and professionally trained for their work other specialists in the schools the salaries fv this group of men and women will and s cover a wider range, the increased range upward and resulting in distinctly higher 1 dian salaries for all groups of cities. 131 cities over 100,000 30,000 to 10,000 to 5000 to 2500 to 5000 for in 100,000 in 30,000 in 10,000 in in | 405 population ion population population population | _ ¢ities 95 cities 64 cities | Total 4 ~ _ ou ‘oe bo ~1% 36 25 6 8 5 101 49 22 12 14 198 100 45 14 21 8 188 124 36 22 10 2 | 194 73 48 29 17 18 185 54 24 15 10 3 106 23 6 10 2 1 42 1 35 7 20 12 4 | 78 1899 + 19 11 See o> 4 4] Total...... 599 269 156 97 66 1187 Median... . $1423 $1395 $1510 $1425 $1388 cities of this size is $1423. 104 for a general ex of all : 34 school nurses in cities over 100,000 in below $1100 (column 2); 36 salaries between $1100 and $1199, ete. The median salary for the 599 school nurse~ Tables detailed distributions of giving of salaries pai of cities may be obtained by addressing the National Education awoene in population were were reported receiving salaric- id school nurses segregate: TA 710 Cities in 1922-23 TABLE 10.--DISTRIBUTION OF SALARIES PAID NON-SUPERVISING ELEMENTARY PRINCIPALS 666 542 Median... .| 2160 $1867 Amount 38 cities | 71 cities 168 cities over 100,000 | 30,000 to 10,000 to in | 100,000 in 30,000 in | ___ population population population 2 3 4 00 44 56 78 100 75 29 18 200 64 37 16 2300 29 25 18 2400 56 12 6 2496 10 906 $1590 222 cities 211 cities Total 5000 to | 2500 to 5000 for 10,000 in in 710 population population cities 5 6 7 696 25 7 22 13 18 10 7 4 2 2 2 1 l 7 450 $1460 $1342 Read Table 10 as follows: 21 non-supervising elementary principals in cities over 100,000 in population were reported receiving salaries between $1400 and $1499 (column 2), ete. The median salary for the 666 non-supervising elementary principals reported by cities of this size is $2160. This table summarizes Tables 37 to 41 of the March, 1923, Research Bulletin of the National Education Association, which gives detailed distributions of salaries paid non-supervising elementary principals segregated by states for each of the five groups of cities, except that in pre- paring this table the 114 supervising principals inc luded in Table 40 of the Research Bulletin and the 32 supervising principals included in Table 41 of the Research Bulletin were omitted. 1 Non-supervising elementary principals in these cities receiving less than $1500 were all distributed in the $1400 group. 311 Cities in 1922-23 TABLE 11.—DISTRIBUTION OF SALARIES PAID SUPERVISING ELEMENTARY PRINCIPALS Median... . $1850 (mount 54 cities 79 cities 104 cities 50 cities 24 cities Total of over 100,000 30,000 to 10,000 to | 5000 to | 2500 to 5000 for salary in 100,000 in 30,000 in 10,000 in | in 311 population population population population population cities I 2 | 3 4 5 6 7 SRE. Beis Brien Geen seh ea weep eee 28 12 13 53 1500 Pee de 323 19 23 21 1 64 1600 | 26! 25 | 25 6 l 83 1700 | 15 20 13 10 58 1800 51 | 45 60 10 2 168 1900 | 30 67 24 4 3 128 2000 D4 51 26 15 4 150 2100 111 83 | 33 10 fF 237 2200 82 57 25 4 2 170 2300 | 149 74 | 16 3 Peek ; 242 2400 127 52 12 2 2 195 2500 184 48 15 8 4 259 2600 131 51 9 5 196 2700 139 45 9 4 197 2800 155 34 | 11 209 2900 142 10 1 153 3000 178 118 4 300 Seok) = ee Berane i *, »« Beedlcdthonnebe 69 3200 243 3 246 ‘ 8 212 reported receiving sal elementary rey ry gay ee 1903, distributions of salaries paid supervising e} 104 for a general explanation of alk tables. group. ta! r cities of this size is $3126. rch Bulletin of the National Education Association, which gives detailed ipals segregated by States for each of the three largest Read Table 11 as follows: 26 supervising elementary principals in cities over 100,000 in population were a ame $1600 and $1699 (column 2), etc. The median for the 3181 supervising This table, in columns 2, 3 and 4, summarizes Tables ry groups of cities. Similar tables giving detailed distributions of salaries in the two smaller groups of cities may be obtained by addressing the National Education Association. id supervising elementary principals See page 1 Supervising elementary principals i in these cities receiving less than $1700 were all distributed in the $1600 [21] -- Te ee a ere = cabe phe Sa TAO ERE RENE — ee La ee te a neha 7 Ste eames ne ee ee + PEEL FNESer ite res! + Distribution of Salaries of Junior High School Principals The extreme salary differences between junior high school principals in cities of differ- ent sizes shown in Table 12 is due to two elements, both tending to lower salaries in smaller places, namely, the diminishing size of cities and the accompanying decrease in size of schools. The combination of these two factors affect the senior high schools in the same way but do not affect elementary schools to the same degree. Many cities too small to have large high schools or junior high schools nevertheless have plenty of elementary chil- dren for two or three average sized elementary schools. In the larger cities where larger jun- ior high schools have been organized more than one-third of the salaries for principals are $3,600 and over which makes these positions TABLE 12.—DISTRIBUTION OF SALARIES distinctly better paid than elementary schoo! principalships in the same cities. This is prob- ably the result of the recency of the junior high school movement and the scarcity of pe; sons trained in this field. Distribution of Salaries for High School Principals The salaries of high school principals soy great variations in the distributions and in the differences between median salaries as given jn Table 13. The low salaries in the smalle: cities are caused by the one and two-teache: high schools offering partial courses. [n al! cities over 10,000 population there are man) salaries paid high school principals which are large enough in comparison to salaries paid in other educational positions to justify ¢! training needed to make this a field for definite professional careers. e PAID JUNIOR HIGH SCHOOL PRINCIPALS 269 Cities n 1922-23 Amount 30 cities 46 cities 57 cities 71 cities 65 cities Total of over 100,000 30,000 to 10,000 to 5000 to 2500 to 5000 for salary i 100,000 in 30,000 in 10,000 in 269 population population population cities I 2 3 4 5 6 > EEE EG tds caw eawaGe's thy. s.5'5 oases ess ob sas Sees Geet ak Gn 4% 29 2 SRC. a Rt. Rh ieee ew 184 9 27 a ure -aee SRE 08s <4 0.6 wb tees + 5 ON Sales GW am a 10 3 le 8 CER ORS TRESS Rr RS: ae 5 4 4 TG Try athe 55: gD G Sls. « a's) c.ne xe ARES s oe od eee ck 5 10 15 EE, ani < FERN os bis saw cane 183 6 3 27 Bi RE SERA, Ae! EN RS See 7 9g 10 26 Sd eR NN eg a Se 1 Oe OR ES ee ee eC. s atilaeasls ota a 112 6 ee i hs dares sales « 22 | RSS SS a Tee ean, RE A a ee 8 lee Ar 4 ES iS OR ae 2 6 5 1 14 AS RRA 4 3 75 6° 20 BEES Ls. . sc emuimead be o'n< 6 ee Beene: Stine ches dds 44400046. 0 10 Be 9 OS ee SR Oo a a ee ee 15 0 OS ee ee ae 8 eS A oO Re eee 10 2900 15! Jt Bee On Re OR en eee ee 16 3000 16 23 | Bs, See ae UEgs ho ceeds ses vec cvmns 52 3100 9 BOR ee oe RES ieee Se a Ra ae 19 3200 14 eee OR OR ie Ble | ae Se eee 31 3400 27 | re OE, RR OR Rarer” 9) a Fee rere 38 3600 Th. 3k, >. Maes © 6 Wal © & 0:0 WeRek ees EA a ae is SALE RaW adtipas. ws - s 9 1848 ® 18714 129 .00 97 .43 1293 1676 1776 107.68 | 79 .06 | 1087 1379 ? 1466 119.13 | 67.73 950% | 12416 | 1289 115.91 | 66.54 - |} 1204 77 .84 1097 1108 | | 59.88 12 1653 2136 § | 1478 | 2050 | 2006 | 136.00 63.62 1253 | 16057 | 1665 | 112.64 | 76 .56 1059 | 14508 | 1439 | 103.54 | 52.60 1797 | | 88.96 24875 | 87.70 | 64.38 iC rer: 2403 | 81.36 | 58. 82 1525 ee | 1917 | 78.33 51.78 m6? i: 1670 | 80.54 | 52.23 hes 1567 66.00 ees 1469 | 60.02 vettesfe eee ees 2101 fe 71.65 e Biwuwst 1423 I.. 79.67 1164 | 1395 | 74.38 1100 |........ 1510 | 99.20 a er 1587 * | 51.86 : 1280 |. ep 1583 | 74.34 ae, Rape 1035 | 108.67 to use these medians cautiously for comparative purposes The sources of the above medians are indicated in the footnotes below. In interpreting these figures it should be kept in mind that the medians for the cities over 100,000 are not directly comparable since New York salaries were included in some of the studies from which the medians are taken and are not mo id in these cities outweighs the medians where they are included. For that reason, we have indicated as far as ata is available, the medians with and without New York City. Other factors also enter in that make it necessary 1 The medians in this column are based upon the figures given on page 14 of Know and Help Your Schools—First report of the National Committee for the Chamber of Commerce cooperating with the Public Schools, published by uded in others. The higher salaries the American City Bureau. They represented approximations based upon the medians in this report, which are given separately for men and women and do not include salaries column are from Teachers Salaries and Salary Schedules 1918-19, aid in New York City. * The medians in this E S. Evenden, National Education Association, the present report, see Tab age 15 and following. The distributions on which these medians are based did not include New York City in the rgest group of cities. * The medians in this column are from Bulletin One of the Research Division of the National Education Association, January, 1922, pages les 5,6,7. *® The first of these two figures is the median including the teachers of New York City. This median is based on distributions of salaries paid in cities 8000 to 30,000 in population. ‘This median is based on distributions of salaries paid in cities 2500 to 100,000 in population. * This median is based on distribu- tions of salaries paid in cities 10,000 to 2500 in population. *See Table 18 for the source of these index numbers. 17 and 25. 4 The medians in this column are based upon the results of ment schoo [abl t € by c “‘S90UBIJO1 JO JUNIOZLYS [[Nj 10; xipueddy veg ‘“Aumbuti yuoseid ey} pus ‘g]-g7E] seynpeyag Auvjpog pun seLavjpoy suayova,, ‘sjooyag 4noXx djay{ puv Nowy :sMOl[O} SB 918 SMUIN{OO Aq USAISZ SUOIINGLIYSIP 94} JO BOINOS OY], ‘“SUOTINGLIySIpP aaoqe OY} [[@ WlO1} popnyoxe st AD YOR MON *(Z wuiny[oo) "099 ‘G6S$ ©F OOS$ Woy sasVyes Burarsoo1 pozy10der 919M QPSQ 'PI-EIGI Ul OOS$ AO[9q Seles FuLarooes pez0des 10M SIBYORS}, ATBPUIUIOIO QZOC :SMOTIOJ 8B ZT BIGUT, Peery eed vi Sher) ged ier Age Ges Gt 2 t £806 OT9T esr Tors FOLT 908T 896 O8Zs OLST 6gTT £98 8zL8 | ad | oor oor OOT Oot Oot TtS' $e} 669°E1) 0668 8628 66F'OI| O068F 981% PEL 1e6‘201| S889°FS| 66h°ZE) LZ80'TF|) “** 1839 6°6 |CCCCC TS eo lc 0100°0 z00'0 eeee [oct es fers ee es ree ee It og: Ie rene Gt. 0008 ggg joc eo lc zooo'o fo 7 Coe Coc i) en Ge Cs Ce = cabbies SLAG Sip ° 6662-0062 ze po zoo jcc epo0'O «| en Ge es Cee os Coons Cece e¢ <9 + 0a Ging os Ran Sa 6682-0082 er loc seo [occ wooo Pn os oes Cece OR fret ctet fee ete ce spectre ee BREE hie & ee 661Z-001Z Sue fcc: oft ft: osee'o jt OGLE [ccc fete te Ge Cee S0F ‘¢. ieee ee 6692-0092 tee foc aio: ete jot: 7) 2 Pe Goo Coen 1) nn Gee Ges Cee Bie ot ee 8086-0087 co9 | org foo igo jot: 7 a Cs Cs Ce Teg [occce cet fec cess efor etree Gin fc haere eres ie OL e ee €1'e “tee weee c6'0 “sete eae erat ee ee ee ee 6ZE ee ee F201 peas ana) . vee : Boer See sone an 6ee joc sei joc ZP6l SLI eo i Co Coens Gace BD gbbbeee pPpate ls 89°9 oF'0 seg [tc ot jo OFZZ 91¢ Il ee ogc Qo rctteeeedecrteees eB Bike oo had 661Z-001Z ar 9 £0°% 2S ees 98°07 | F100 els 1L06 cle 69T SOL 9It . SRR gad €tz'tt) Tes € 9 6606-0002 €e'¢ 18°0 LL'9 16°0 co'F F10'0 L8L1 198 262 49 Itz 02% 8 L gto¢ BES ¥ 9 6661-0061 eo'2 le'¢ 8 SB Adood tr 9 z0'0 SZSZ Titit 69% lz 0L8 81Z | SSE ee ies: 2969 SZ6 eI 8 6681-008T ‘9 O08 'T Wee Pa te oe 9¢°8 $00 9906 800T ele 6FI 608 FES me & Mee LEz6 Test 9t 1% 66L1-00LT a L Il? OF OT seo 69°38 Ilo FOES O9TT og Tre S601 208 st 4 6986 PLVE og SY 6691-009T Ne] ‘9 40°9 0'6 £80 OL'6 %Z'0 FESS LLIt £F9 FOS 646 £62 a 9 69F' OT] e&Zer il 6 6691-00ST “~ ‘9 60°2L 618 £80 0Z°6 oe 0 L802 OO0T 209 88¢ 098 Sse 69 9 8166 scot eg Zor 667 1-00FT — Si L8°¢ 18°L 08 'T oe 8 Te@'0 err T90T 199 L8¥ 0Z8 6FF 821 et 0968 PEOs 9€8 6ZT 66€1-008T 99°F | ~$6°0T 16°¢ 8 'F 91°83 1 9st ZOZT 968 606 129 Z9¢ e9t bh Sore L109 6661 ¥g8 6661-0061 meee 88°¢ 82°F 98°¢ 2» ety S6L Sho 769 LOF ScP 96% 1€ Feo Le6¢ 6992 16h 6611-O01T De T8'O1 || 9F FP I1'¢ Ov'¢ 3S oe SD 9EZT LE8 89F 6LE 9LZ Le SZ8S 9808 6062 Z61E 6601T-000T mene F ¢ ) Whee Ty og IL'% 2 8 beet 6FP elo ae ee 60% 6ZE 92 LE6G 6619 OBE POLY 666 -006 Taghre 2 S gaee TL’91 o¢'T OF ZI i] «10% 6PL Z001 eh oe 98a ira 6191 16LP ores $609 668 -008 tasks 4 @ Seite 89° LT LL’0 a 6F £6€ , Se aeetat: Ol ZOE 821 18 ZE8z 3669 LI6L 66L -O00L ave es? Ree Teo LU°6t W’*’** "| oo Lit 9Le Sax TO L81 ert Zee ILTt 9L6E GL8L 669 -009 Vee Ok Me SebherS 6€ SI Po , 3 S meee 61 9% So a re 9t Sit 16 aad Str 0906 9F89 669 —009 aod or ae | Coo er ae | ee ae | Il i Tn | oo - _at o Wooo S08 126 9z9F QOS$ AOTeq 61 gi ZI gI $1 tI £1 ZI II ol 6 8 Z 9 s + £ 2 I SE-ZE61 | VI-LIGI || EZ-ZZKI | HI-EIGI || SS-ZZEL | HI-SIGT || CZ-ZZET | OT-GIGT | GI-SIGI | FI-EIGT || EZ-ZZEI | OZ-GIGI | GI-SIGI | FI-EIGI || E<-ZZEI | OZ-GIGI | GI-SIGI | HI-EIGT ul ue ul soyseyeg Buyayavay | sayseyeg Buy sates Buyajoooy som ssoyovay Ys ss0qo¥vey, YsTZ || Sasyouey Asreju0W si9yIVe], YS J0yUEg ss9yIVd], YSZ JOyuNL ssoyovey AawjusWe|y > yenomy JOPUIG JO JU99 19g | |JOyUNF JO JUdD 19g || -31q JO JU92 10g €z-zz61 03 v1-€161 SALVIS GHLINN AHL NI SYAHOVAL AUVINAWATA ALIO AIVd SAIMVIVS 40 NOILNGTaIsia—4! ATAVL Another indication of salary trends is given hy comparing the total distributions for ele- mentary, junior high school, and senior high school teachers for different years as given in Table 17. The number of teachers are not the same in any of the cases but the facts were obtained in practically the same manner and are largely representative for the country as a whole for the years included. The most sig- nificant changes which these tables show are the elimination of the very low salaries for each group since 1913-14 and the increase in the number of larger salaries. Even allowing for the decrease in the purchasing power of these salaries there has been a general elimi- nation of salaries so low that they discouraged capable people from entering or remaining in teaching and a corresponding increase of higher salaries that will tend to encourage them to do so, Teachers’ Salaries and the Depreciation of the Dollar In studying these tables it should be kept clearly in mind that although the number of dollars paid to teachers have increased, they are not the same kind of dollars with which they were paid before the war. Furthermore, teachers’ salaries lagged behind the increased cost of living and lagged behind the increases granted in practically every other occupation and profession since 1913. During practically all of this period teachers were receiving salaries with less purchasing power than they had received and less proportionately than others were receiving and at the same time pay- ing more in proportion for their necessary ex- penses than others. At first glance Tables 16 and 17 indicate substantial increases in teachers’ salaries. Table 18 sheds a different light upon these 1 See Bulletin One of the Research Division, National Education Association, June, 1922, pp. 42 and 43. TABLE 18.—PURCHASING POWER OF TEACHERS’ SALARIES Average | Purchas- salary of | | ing pow- er of average salary Index of cost of living teachers in the U.S | Index of purchas- ing pow- | er of Purchas- | Index of ing pow- | purchas- er of | ing pow- dverage er of salary city Index of cost of living salary in a | ] Average | large average salary city in city 2 Be Bs 7 8 $515 525 543 563 599 635 736 837 987 1,017 1,020 365 370 418 567 598 172 593 — NIWIOO OO ~2Sa2sSsss DOO AKCO $1,143 1,160 1,167 1,204 1,257 1,327 1,483 1,703 1,809 1,848 1,860 — 81. 110.1 116.1 115.1 100 103 105 118 142 174 199 200 174 170 172 $1,143 1,126 1,111 1,056 955 762 745 851 1,039 1 ,087 1,081 salary i——— 9 100.0 98.5 97. 92 83. 66. 65. 74. 90. 3. 94. erm OO Ui DY \O ue | Read the figures ofthis table as follows: The average salary of teachers between 1913 and 1920, for example, increased from $515 to $837. It took 200 cents in 1920 to purchase what 100 cents bought in 1913 (column 3). Therefore, the $837 salary of 1920 had a purchasing power of $418 (column 4) on the 1913 basis. Since this $418 is but 81.1 per cent (column 5) of $515, the 1913 average, the pure r cent of what it was in 1913. e average salary 81.1 ate estimated. The index figures on the cost of living are those of the U. which is estimated on the basis of prese@ indications. figures are based on those of the U. 8. Bureau Fe See Bulletin I of the ) power of teachers’ salaries in 1920 was Similarly read the figures for the other years and for the large city. ucation, except for 1921 on, which ment of Labor, except for 1923, arch Division, June, 1922, page 44, for a full statement of the sources of information and methods of calculation used in this table. if et. increases, however. ‘This table gives the aver- age salaries paid teachers in the country as a whole since 1913. The figures of column two are probably indicative of the salaries paid in the best rural schools of the country. The average yearly salary rose from $515 to $1020 in 1923. This appears to be a substantial increase. The index numbers on the cost of living indi- cate, however, that where one hundred cents in 1913 were required to purchase a set amount of certain commodities, one hundred and seventy-two cents are necessary in 1923. The $1020 of 1923 were therefore really worth $593 in 1913 dollars, or a real increase of 15.1 per cent over the average salary of 1913. The depreciation of the dollar has taken away most of the apparent increases. The figures in col- umns six to nine, presencing similar figures for a typical large city, tell us that in spite of sub- stantial dollar increases in the average salary paid in this city, there was really a decrease in the purchasing power of teachers’ salaries. The $1143 salary of 1913 was replaced in 1923 by a salary with a purchasing power of 94.5 per cent of what it was in 1923. If there had been no changes in the purchasing power of the dollar between 1913 and 1923, and if the average salary paid in this city had remained at $1143 throughout these years, the teachers would be better off than they actually are. The question probably arises, will not de- creases in the cost of living give teachers’ salaries an increasing purchasing power fol- lowing 1923. the contrary. Indications at present are ; Between September, 1922. March, 1923, there was an increase of thre points in the cost of living figures of United States Department of Labor. ‘|’ leading article in the Literary Digest of \arc 24, 1923, gives figures showing that there ha been a rapid rise of prices during the months of 1923 and quotes a statement “during the last twenty-one months this try has experienced the sharpest advan prices that has ever taken place during times and on a gold basis.”’ 1923-24. Salaries and the Supply of Teachers Are present salaries adequate to guarante a trained and competent teacher fo: classroom in the United States? Recent stud ies indicate that less than half of the N teachers are adequately prepared for work. Three out of every five teachers have training less than the equivalent of Normal school graduation. In 1922-23 thousands | teachers are in charge of classrooms who hav: had less than one year’s training beyond the eighth grade, are teaching their first year, and are less than twenty-one years of age. Ap- parently salaries are still inadequate in man) places to guarantee an adequate supply of trained classroom teachers. It is the children who are the sufferers when untrained tea are allowed to take the place that trained teachers should occupy. TABLE 19.—INCREASES IN SALARIES OF ADMINISTRATIVE AND SUPERVISORY OFFICERS SINCE 1913-14 Median Salaries Paid in Percentage of Increase Position Size of City 1919-20 1922-23 1913-14! 1919-20! 1922-232 over over __ 1913-14 | _s1913-14 I 2 3 4 5 6 Over 100,000 $5187 $5833 $8000 12.4 54 Superintendent of Schools 30,000-100,000 3435 4358 5861 26.8 70 10,000-30,000 2350 3 3287 3 4110 39.9 74.8 Over 100,000 3166 4045 4500 77 | 42 Assistant of Associate Super- | — 30,000-100,000 2000 2786 3333 39.3 66 in int. 10,000-30,000 17503 21783 3025 24.4 72 Over 100,000 1708 1998 2800 17.0 ‘ 63 Supervisors! 30,000-100,000 1100 1697 2400 52.9 118 10,000-30,000 1000 3 135° | Sok Rae 87 2? The medians in this of salaries paid these office 5 These medians ! The medians in this column are from Know and Help Your Schools, Part I, is column are taken from the tables in the appendix rs. RR Ree opps fee 6; 5| 4] 15] ll} 18] 31] 25| 21) 34) 35) 31 | Warts a. cc 6; 3] 6] 15] 16] 10] 23| 17| 14] 23! 23] 25 31 1 i i ‘i).. 4). 0) Sh.0 be Be £1.-81 61 61 7 32 2 ae 1 2 3] 20] 14 7] 12] 15] 15 6/ 11] 16 ee ee eee ij 3] 5] 8] 7] 6| 1} 6] 8] 9] 13] 13] 10 se § Bee 6} 5] 4] 9] 15] 9] 12] 7{| 15] 12] 7] 12 35 3) 3] 5] 11] 10] 11] 24] 30] 30] 22] 28] 33] 43] 37] 43 36 3} 5) 8| 3] 7] 7] 8s] 13] gs] sit 15] 14] 8! 7!] 13 37 3/ 4] 3] 4] 3] 2] 11 6| 17] 10] 15] 16| 8| 14] 17 38 7; 7] 7] 6] 8] 3] 11] 17] 18] 14] 14] 17] 25] 24] 15 39 4} 3] 4] 6] 2] 5] 6] 4] 11 3] 3] 2] 15 | 11 40 s8| 6| 5| 7] ll 7| 2] 17] 16] 32] 36] 20] 33| 39] 40 41 ay ei 31 61 31 3 Sh @hesecal- tte] 3 5| 7 42 4 5 3 7 6} 10 5 7] 10 5 9 4 a Dp ee 43 oT Sy S14... ee roe ee ee See ee oe 2 Se SR ES Se 2 3 2 3 5 4 3 2 3 ry 7 45 i i i 5 ee 9 re 1 27 6) 8] 71 @] wl. 8] 5 | 7 ers e Ope ee See 1 4 5 ei 2 2 2 3 5} 2 47 Ps Nocces 2] 1 5 1 i 1 or... arnt 63 Re ES tet eae Rae Mp OI cee Beet 1 Ee | ae Ee oe oe 49 i RE ee: a pte i gs fae Ob peas 2} 2) * eee er eee i 1 ae i 1 ee |, RYO ag 2|''2 n Ss en ee PE A SP OE Sate, epee eect Rae 1 Rh. oT ae Sigs? Soe RE ME, ee O25 Sie Soi a RR 1} 1| 2| pe eee Salen BEG: OS NEY ORE Mee Uap y 1 age i 5 Over 54 1 eee pee BOE eo OP SPOR RR Sees Vay 3 Bes dices Son Se Ry 47| 46| 45] 82| 81] 84| 180] 182 | 194 | 218 | 225 | 224 | 257 | 274 | 281 Median............ 39 | 38] 38| 37] 36] 36 35 36 | 36 | 35) 36 | 36 Tendencies in Rural School Districts In order to have data comparable to those clusions are justified by this table. In the first just given for city school systems for the rural districts, a post card inquiry was sent to all County Superintendents in the country as a supplement to the inquiry which had already been sent out by the United States Bureau of Education. County Superintendents were asked to estimate the percentage of teaching positions that in 1923-24 (a) will pay a smaller salary than this year; (b) the same salary as this year; (c) a larger salary than this year. Table 79 is based on the percent- ages reported. ‘This table shows the number of districts in each state where rural teachers will receive lower salaries next year than this, the same salaries, and larger salaries. Taking the total situation for the rural districts of the country, next year will show a gain over the past year. The gain, however, is greatly diminished by the large number of districts where salaries will be smaller next year than in 1922-23. Several other significant con- place, most of the states where education is least adequately supported show a larger pe: centage of reductions. In the second place, in those states where the schools are supported almost exclusively by local taxation, and that taxation based on general property taxes, large numbers of districts are reducing teachers’ salaries. In states where the majority of the property is in rural and agricultural districts this is particularly true. In the third place, this table gives definite evidence of the differ- ent state attitudes toward education. A num- ber of the states do not report the retraction o! any salaries, while some states are reducing more than a third of their teachers. The figures.just presented, in conjunction with the other figures in this chapter, cive added evidence that 1923—24 and 1924-25 ar going to be years as critically important to the future of education in this country as any two preceding years in our history. _, [34] dev the an | CHAPTER II Salary Schedules in the Cities of the United States, 1922-1923 Salary schedules for teachers are a recent without a schedule of salaries is the exception development in education. A few years ago «rather then the rule. In 1918-19 less than they were found only in the larger cities and _ half of the cities of the United States included an occasional smaller city. Today the city: in the study of the National Education TABLE 25.—NUMBER AND PERCENTAGE-OF CITIES WITH SALARY SCHEDULES — Cities over Cities 30,000 | Cities 10,000 Cities 5,000 Cities 2,500 100,000 in to 100,000 | to 30,000 | to 10,000 to 5,000 Total Having regular salary schedule population in population) in population | in population in population Num-| Per Num- | Per |Num-| Per \Num- “Per Num-| Per |Num-| Per | ber | Cent | ber Cent ber | cent | ber | Cent | ber Cent ber Cent 2 3 4 | 5 | 6 | ; | j 10 rl 12 I 56 100 96 91 175 4¢ | 175 a1 158 } 660 65 0 | 0 10 g 53 23 | 39 =| 5 360 85 56 100 106 100 22 28: 345 100 1020 TABLE 26.—MINIMUM SALARIES IN CITIES OVER 100,000 IN POPULATION No. of cities reporting minimum indicated for Amount of Se age Ee eee | Non-su- |Supervis- | Junior Senior minimum | Elemen- Junior Senior Special | pervising | ing ele- high high salary | tary | high high class School | eleman- | mentary | school school teachers | teachers | teachers | teachers | nurses | tary prin-| prin- prin- prin- | | er | __cipals : cipals cipals cipals 4 i } a ae 8 9 ro 11 | Cr Qo bo Ore & DO | wht I Below $1000 1000-1099 1100-1199 1200-1299 1300-1399 1400-1499 1500-1599 1600-1699 1700-1799 1800-1899 1900-1999 2000-2099 2100-2199 2200-2299 2300-2399 2400-2499 — ieee GN _ UIE oe We wWawrots twhosTeoor = OO w Tomi. es... 55 2! 7 2 | 22 ‘ roo 19 37 Median 3oz2 | 1522 | 1307 | 1243 750 | 209: 3272 1300 | 1200 | 3000 3000 Read Table 26 as follows: Three cities of this size reported a minimum salary below $1000 for kindergarten teachers, 11 a minimum between $1000 snd $1099 (column 2), etc. The median for kindergarten teachers reported by 43 cities of this size is $1200. Similarly read the other columns of this table. lt i ee et el ie Association had an established salary sched- ule! The extent to which cities now use this plan of determining teachers salaries is shown in Table 25. Only 10 of the 162 cities over 30,000 which answered the question “Have you a regular salary schedule?” answered in the negative. nificant thing in this table is the increased proportion of smaller cities adopting salary schedules. This is shown both by the fact that 65 per cent of the total cities reporting have schedules and also by the large per cent of cities of 10,000 and less who have them. Four years ago only thirty-two per cent of the cities of this size had schedules for teachers’ salaries, now 53 per cent have them. It is safe to assume that scheduled salaries The most sig-* are to be a permanent element in the ad. ministration of American schools. Since schools have taken this device ‘fo; better or for worse”’ it must be the constay: concern of all affected parties to see that the “better” results predominate. Salary sched. ules as has been pointed out in another section of this report are not an unmixed blessing. They may operate as effective) to keep salaries down and good teachers out as some of their enthusiastic supporter believe that they will operate to have the opposite results. It is possible for sala schedules to be so shaped that they wi exercise a constant incentive toward better work, more adequate training and better professional attitude. Schedules should be fone ew Salaries and Salary Schedules in the United States 1918-19, by E. S. Evenden, Commission Series No. 6, ps TABLE 27.—MINIMUM SALARIES IN CITIES 30,000 TO 100,000 IN POPULATION No. of cities reporting minimum indicated for Amount of Non- | Supervis-| Junior Senior minimum Kinder- | Elemen- | Junior Senior Special — ing ae high | high salar. garten tary high class School mentary | sc’ school 4 teachers teachers A. teachers | ™¥Fses | mentary prin- prin- prin- pri cipals . cipals cipals T 2 3 4 5 6 7 & Q 10 $600-$699 |......... 2 Eh Beata cai cls ob coeds MR UET ads os ode Ste cheat 700— 799 2S See See ee ee te, ee ee ee) eee 800— 899 3 7 — eee eee * fe eae ee Se 900- 999 7 ere 1 re eee eos. , 1000-1099 17 35 il 2 6 3 ae A eee } 1100-1199 4 6 5 2 7 2° 2 1 1200-1299 13 15 10 14 7 ll ale Ree ; 1300-1399 6 7 4 12 8 ra Mitgpeecs 0 3 Te) 8% it 1400-1499 3 2 3° 19 Ree Meee 5 ey ee ete 1500-1599 1 2 4 ll 3 5 1 3 se a RS ee 1 5 2 1 3 s sa | ES Re OR, ae re ee SEO A Ee 2 4 ‘ , Be eS 2. W's vin «cle obo o.i0-6 04:0 ays 5 i 2+ hey dea 1 5 3 ne a, ce ce chi d we uso adhe Oba ok CREDR Ss oo Rae 1 1 3 oy IRR SERRE MmeERE heprris: prone pf cu Sy ~ 3 2 a RAR i Ra BOTS, ga She teiot OPA ed os 3 2 . ES ER SE Sew re era eee ers ol ae 2 2 (“sR SE eae Yeo Fares He | SRS 1 1 ee SET ORCS ES “Ree eS eee Be 2 1 CS AR: RRS art HPS, a ae 2 2 ED FAME... Oc AMC oBEs Oss c]- oss Orwb abeble CHLOE GRU Ge Bae PEbe sistas s 2 2 2700-2799 2800-2899 2900-2999 | 3000-3099 1 3100-3199 3200-3299 3300-3399 3400-3499 3500-3599 3600-3699 3700-3999 4000-4499 4500 and over Total...... 56 85 41 75 39 28 24 37 19 i Median... . . $1094 1070 1215 1429 1250 1282 1634 1830 2525 30 Read Table 4 as follows: 7 cities of pe pts hers a es obey Sameens S708 end $799 for Binder. garten teachers; 3 a minimum ween column 2), ete. median for kindergarten teachers reported by 56 cities of this size is $1094 cool the athe alemas el thie esble ! | | us Ooe oos Oe OS OO OS BD BS BRD BD OB ee eee es ee ee =| ane BS TABLE 28.—MINIMUM SALARIES IN CITIES OF 10,000 TO 30,000 IN POPULATION, 1922-23 ——— No. of cities reporting minimum indicated for Amount of | | | Non- | Supervis-) Junior Senior minimum Kinder- | Elemen- | Junior | Senior | Special supervis-| ingele- | high high salary garten tary | high high | class | School ing ele- | mentary | school | school teachers | teachers | teachers | teachers | nurses mentary prin- | prin- | prin- | is, ae |principals| cipals cipals cipals “= 5 6 er 9 ro 1! 4 S 2700-2799 2800-2899 3000-3299 3300-3499 3500-3599 3600-3699 Qretostt ye | * 3 13 | ~ 1650 | 185 Read Table 28 as follows: Three cities of this size reported a minimum salary between $700 and $799 for kinder- garten teachers, three a minimum between $800 and $899 (column 2), etc. The median for kindergarten teachers reported by 61 cities of this size is $1065. Similarly read the other columns of this table. TABLE 29.—MINIMUM SALARIES IN CITIES OF 5,000 TO 1t0,ooo IN POPULATION No. of cities reporting minimum indicated for Amount of Non- Supervis-| Junior | Senior minimum Elemen- Junior Senior Special supervis-| ingele- | high high salary tary high class School | ing ele- | mentary | school | school teach teachers | teachers nurses mentary prin- prin- | prin- principals; cipais | cipals cipals 5 8 rs) | 10 ir 1100-1199 1200-1299 dere. se PM ShNO: : : ee Crib hie eed ee eed ie eed 106 t — 65 ~ 1384 1310 Read Table 29 as follows; Two cities of this size reported a minimum salary between $800 and $899 for kindergarten teachers; four a minimum between $900 and $999 (column 2), etc. The median for kindergarten teachers reported by 57 cities of this size is $1118. Similarly read the other columns of this table. [37] framed for and operated for the sake of the service rendered to the children and not for the financial safeguarding of any individual teacher or any group of teachers. It is true that the schedule that is best for the child is in the long run the best for the teacher. But the fact that public schools are primarily supported for the welfare of the children should never be lost sight of. This is the sine qua non of successful salary schedule construction. In order to determine the changes in the provisions of salary schedules in Americ, cities in the last four years, cities were ask) to give the minimum and maximum salaries and the size and number of the anny! increase which their salary schedules pro. vided for different groups of teachers and principals. The number of cities reporting for ec} size group with minimum salaries at tly various levels are given for teachers and principals in Tables 26 to 30 inclusive. [Ty fact that minima are listed in Tables 26 + TABLE 30.—MINIMUM SALARIES IN CITIES OF 2500 TO 5000 IN POPULATION, 1922 2; No. of cities reporting minimum indicated for Amount of Elemen- Junior Senior high school prin cipals Junior high school prin- cipals Non- super vis- ing ele- | mentary mentary prin- principals Supervis-) ing ele- Special class awe : i OS RD a a : DENK ALSAs08N- Corre 127 54 ve 1013 | ~ 1134 1650 «| = 1550 | | 1255 garten teachers, one a minimum between $400 and teachers reported by 39 cities of this size is $1055. Read Table 30 as follows: One city of this size ad $409 (on a minimum salary between $300 and $399 for kinder- See 2), ete. The median minimum for kindergarten the other columns of this table. TABLE 31.—COMPARISON OF MEDIAN MINIMUM SALARIES PAID TEACHERS IN 1918-19 AND 1922-23 Cities over Size of city 100,000 in Cities 30,000 to 100,000 in population Cities 2,500 to 5,000 in population Cities 10,000 to 30,000 in population Year 1918-19|1922-23 1918-19 1922-23|1918-19|1922-23| 1918-19 | 1922-23 1918-19 1922 23 2 3 4 5 6 7 8 ° 10 1230 3.64 Median $731 Per cent below $1000 100 1 640 00 570 100 1063 28.17 1070 610 1032 21.18 | 100 | 39. Median 788 | 1392 Per cent below $1200 100 | 25 1 800 00 1119 61.82 663 100 1212 47 .37 813 1215 46.34 |} 100 : Median 1038 1522 Per cent below $1200 88. 4. 802 98.59 1384 13.2 1429 8. 837 48. 1288 5 25. This table is based Schedules, 1918-19, by E. 8. page ee a ee eee Teachers’ Salaries and Salary [38] 30 for ten different grades of teachers and principals does not mean that it is the prac- tice in most cities to provide such a wide diferentiation in fixing minima. Most cities have the same minimum for kindergarten and elementary teachers and many the same for junior and senior high school teachers, etc. The tabulations given here simply present the facts relative to the minima which the schedules of various sized cities provide for the teachers and principals listed. These tabulations should be valuable to those charged with the responsibility of revising salary schedules. Salary Schedule Provisions for Minimum Salaries Minimum salaries show practically the same kind of differences between groups of teachers as were noticed in the actual sala- ries paid given in Chapter I. themselves are slightly less in amount as would be expected. Initial differences are accentuated by the differences in the size of increases which teachers. receive with added experience. The difference TABLE 32.—MAXIMUM SALARIES FOR CITIES OVER 100,000 IN POPULATION No. of cities reporting maximum indicated for | E Si | | Senior high school prin- cipals Junior high school prin- cipals | Non- Supervis- jsupervis- | ing ele- School ing ele- | mentary nurses | mentary | prin- |principals| cipals Amount of maximum salary Kinder- | Elemen- | Junior Senior Special garten tary high | high | class teachers teachers | teachers | teachers | teachers I 3 4 5 6 elow $1200 1200-1299 1300-1399 1400-1499 1500-1599 1600-1699 1700-1799 1800-1899 1900-1999 2000-2099 2100-2199 2200-2299 2300-2399 2400-2499 2500-2599 2600-2699 2700-2799 2800-2899 2900-2999 3000-3099 3100-3199 3200-3299 3300-3399 3400-3499 3500-3599 3600-3699 3700-3799 3800-3899 3900-3999 4000-4099 4100-4299 4300-4399 4400-4499 4500-4599 4600-4699 4700-4799 4800-4899 ri (mwounde C2 02 0S CODD — bo 26 > | 283 2072 4025 4536 | 1633 «| «2250 $1850 Read Table 32 as follows: One city of this size reported a maximum salary between $1300 and $1399 for kindergarten teachers, 2 a maximum between $1400 and_ $1499 (column 2), etc. The median for kindergarten teachers reported by 43 cities of this size is $1800. Similarly read the other columns of this table. The most valuable information in the tables are the points of concentration for minimum: salaries for the various kinds of teachers in the different sizes of cities. These tables give a reliable picture of present prac- tice in establishing minimum salaries. For instance it is very clearly the practice in cities over 100,000 in population to set the minimum salary either at $1000 or $1200. It is significant, however, that five of these cities have set the minimum salary at $1500. Four years ago not one of the cities report- ing had a minimum salary for elementary teachers as high as $1000. Table 31 compares the medians of the scheduled minimum salaries in 1918-19 and in 1922-23 and gives the percentage of cities for both years with minimum salaries |selpy $1000 for elementary teachers and_ help, $1200 for junior and senior high schoq) teachers. The fixing of the minimum salar) in a schedule is a problem that desery« careful consideration. It must be Point enough to attract capable people with ; desired amount of training and yet it muy not be higher than necessary to obtain th, above mentioned result or it might arten to attract and overpay teaching transicns Another conclusion which may be draw distributions salaries is that at the present time there \ less tendency to put special teachers, niirs and principals upon salary schedules th, from the of the minimum TABLE 33.—MAXIMUM SALARIES IN CITIES 30,000 TO 100,000 IN POPULATION Nigh No. of cities reporting maximum indicated for Amount of Non- Supervis-| Junior maximum Kinder- | Elemen- | Junior Senior Special supervis- | ing ele- high salary garten tary high high class School | ing ele- | mentary | school teachers 8 | teachers | teachers | teachers | nurses | mentary prin- | prin- Ils; cipals | cipals 1 2 3 4 5 6 7 8 9 | 10 FP OA AARON Ree RR RO, REE SRR oe eres are ae 700— 799 Rae SPER PE ies ic 8 Seat Sees fee! »SQes 5 n eaaae idetiae: ARS 1 le SE a ener a a eS. I eee iepes easel EY © A Ferm vie oRt « Snob oe sb + oy op «2 ARMA siehae Raa EEDA GaN: ch cas > RGSS <> ES ES TD | RR CE PS OR a EL Se, ki he RR Se De 1100-1199 |... ....... a a Fee | SS ee a SS ee 1200-1299 1 iy RR ae 0 ee WF 1 OY | Aa | 1300-1399 4 D - diese ck cane iene 2 oe Ee 1400-1499 3 7 1 ee ORAS th aE n's soe 1500-1599 7 15 , ee Sere 4 7 3 1600-1699 8 8 7 4 5 5 le Teena i 1700-1799 7 9 1 5 4 1 ae 1800-1899 9 21 8 12 ll 4 4 1 1900-1999 7 7 3 6 BM OG Pe Ee 5 2000-2099 5 5 7 9 4 2 1 4 2100-2199 1 2 2 Dw . (Rance cee edeee 1 2 I SSR oe Rage 10 ll a . 2eesoeee 3 4 | 1 2300-2399 1 2 2 3 Re Se 1 a 0 Ee rer ee 1 6 . heaiammss 1 5 2500-2599 1 Ce eS 5 cd “Bl Cee 2 2 ee) Hees, dnwgalire dha v fhe scan een OD “Beaweiecets se ceese 1 1 3 CE SE See 1 2 ER RRR SSeS 3 | 1 a N nacks Ce as a See » Ab 5 5-0 0 Sa 1 lactg Eh Fe gt SS a l 1 ER ins Medan as «poles os cs egednt tats nalth sire ethos ca tttO een << ar Te ne oe as cle 0 osc nsatluee ChOanl sn». wate Le 1 5 5 EE ee a ee |e ae! Cea . 2 PS hy Re RS es PR ae | 1 EE | MTOR recy chan ka + « a Mee CN EC A OR tt er ——<- = ~ _— years ago as are the present minimum salaries over those of 1918-19. The 1922-23 maxima fall distinctly short of being double those of 1918-19, but there are many more cities offering maximum salaries above $1500 for elementary and above $2000 for junior and senior high school teachers. More advance has been made in the last four years in eliminating very low maximum salaries than in increasing the very high ones. In 1918-19 thirty per cent of the cities over 25,000 had maximum salaries below $1000. This year not one of the cities of this size reporting had maximum salaries for elemen- tary teachers as low as that. The number of very low maximum salaries in the smaller cities remains much too large and serves as a heavy handicap to any of these cities which wish to make its public schools effective. Another discouraging ele- ment revealed in the study of the schedules submitted is the large number of cities which still have as little as $200.and $300 difference between the minimum and the maximum salary for elementary teachers. The wide; the range between minimum and maximum the greater the “holding power” of tha schedule. The realization that the uppe; limit is only $200 ahead of the starting point either keeps people from entering teaching or causes them to use the school system with such a schedule as a “practice system” where they may secure the required one o; two years of experience necessary to get int: a city with a better schedule. Salary Schedule Provisions for Size of Annual Increases After the establishment of the minimum and the maximum salary in a schedule. the next important element to be determined is the size of the annual increase. This determines the rate at which a teacher progresses from the minimum to the maxi- mum and is a strong factor in determining the kind of teachers who will be attracted and who will be retained by a given schedule A city may provide a high maximum, but have so many and such small increases i: attaining that maximum that it wil! have TABLE 35.—MAXIMUM SALARIES IN CITIES OF s000 TO 10,000 IN POPULATION, 1922-23 garten teachers Read Table 35 as follows: One city of this size garten —— one a maximum between $1000 reported by 54 cities of this size is $1471. and 1000 (clu, 2 — sane pete —_ and $899 for kinder No. of cities reporting maximum indicated for Amount of Non- Supervis-| Junior Senior maximum Kinder- | Elemen- Junior Senior Special supervis-| ingele- | high high salary garten tary high high class School ing ele- | mentary | school school teachers | teachers | teachers teachers | teachers | nurses | mentary prin- _—soprrin- prin- AY | principals cipais cipals cipals I ae 3 $13 5 6 7 8 | 9 10 c |?) eee l | ay RAPS FOCRARRS Serr oe PP Se bee 800-— 899 1 ee ery ae rT Se PP eh PEN ee ee eee 900- 999 |......... 3 l WMT RS PE CARR Bmp oe Aaa 1000-1099 1 6 1 Pre ae O Pe Fae, | yo tees 1100-1199 3 9 Bie ae CRESS Ss ee NG ae 1200-1299 sS 18 | RS 2S Sere he Pee ee Re eB l 1300-1399 4 9 7 3 1 3 3 1 1400-1499 14 30 10 ES, Ore eo 3 ey Sr 1500-1599 10 23 8 | ee ee 6 13 2 | 2 1600-1699 4 13 14 17 1 2 12 2 6 1700-1799 2 4 2 RA 1 Bee pe ee 1 1800-1899 5 8 1 ll 1 5 9 3 | 3 1900-1999 |......... 2 wee BERS Ceavetake>Lidate dees Pe CCE ee l.. 2000— 1 3 2 Be he Bey wee beedationeallen 2 2 l 2100-2199 1 1 1 iP, vO bedee dase sbesan bane 2 1 1 2200-2299 = |......... 1 2 Wh. Rca wae te ohare 2 2 2 2300-2399 1 1 ] 2400-2499 8 2 2500-2599 5 ciw ot 2600-2699 2700-2799 2800-2899 0 PPE OS eer fe oer res fee 8 ee Pa Lae errr l RE Tass chad an ewscsbedesesems i | A Oa OS) ee, OF Se l 2s Suin cto ed 4 he EU d aes «pp chil atae ae sberans 66 ahaa ahaa 6 thes kwaestvecaccce EE FPR PS Ra OS pee we Mee OE . . Eaa Sas , | ie ES, eres Ta res oe re i ae ee 1 Total ....... 54 131 54 99 4 20 57 20 23 Median ..... $1471 1465 1562 1877 1500 1567 1629 2100 1850 maximum for kinder- es oh other ye of this table. [42] little mucl train $360 such in hi rema the é indey place usual to tt TABLE I Ele omen Junior schor Senior | schoe Se little influence upon teachers. It is not so enough teachers in the system. Such a much the fact that a teacher with college policy is very sure to result in the loss of the raining may look forward to a salary of best teachers and the dissatisfaction of those $3600 as it is that he may look forward to who remain. Small increases do not serve such a Salary at a reasonable early period in his professional career that makes him remain in the work of teaching, because of the assurance of a fair degree of economic independence and the ability to assume a place in the life of the community. It is ysually poor economy to keep salaries down to the lowest point which will hold just salary is increased or not. as positive incentives to those teachers whose attitudes are entirely professional, to do their best work at all times. The increases are so small in many of the cities that it makes but little difference to the teacher who does not intend to stay long in teaching whether her TABLE 36.—MAXIMUM SALARIES IN CITIES OF 2500 TO s000 IN POPULATION, 1922-23 No. of cities reporting maximum indicated for Amount of | | Non- | Supervis-; Junior Senior maximum | Kinder- | Elemen- Junior Senior Special supervis- | ing ele- high high salary | garten tary high high class School ing ele- mentary school school | teachers | teachers | teachers | teachers | teachers nurses | mentary | prin- prin- prin- principals cipals cipals cipals at ra 7 x To I $800-— 899 900-— 999 1000-1099 1100-1199 1200-1299 1300-1399 1400-1499 1500-1599 1600-1699 700-1799 1800-1899 900-1999 2000-2099 2100-2199 2200-2299 2300-2399 2400-2499 2500-2599 2600-2699 2700-2999 3000-3099 3100-3199 3200-3399 3400-3599 3600-3699 Total P | 49 95 : 13 56 4 13 N CODED rWWWAWe bie Qrs=] 5 et et et oe AD is Median .... : 331 | 1528 1804 1650 1567 | 1800 | 1684 2286 Read Table 36 as follows: One city of this size reported a maximum salary between $800 and $899 for kinder- garten teachers, two a maximum between $900 and $999 (column 2), etc. The median maximum for kinder- garten teachers reported by 34 cities of this size is $1434. Similarly read the other columns of this table TABLE 37.—COMPARISON OF MEDIAN MAXIMUM SALARIES PAID TEACHERS IN 1918-19 AND 1922-23 Cities over | Cities 30,000 Cities 10,000 Cities 5,000 Cities 2,500 Size of city 100,000 in to 100,000 to 30,000 to 10, to 5,000 population in population in population in population in population .. Year ___ |1918-19)1922-23' 1918-19) 1922-23] 1918-19) 1922-23 1918-19] 1922-23 1918-19) 1922-23 I 2 (Bis 2 Se ae BE eee Bee ee a ee 1! 12 Median 25 | 1877 1028 1745 896 1440 800 1465 93 ‘ $1.4 2.35 | 49.15 }.......| 42.6 Elementary Junior high Median 338 | 2400/1250 | 1900 | 1033 | 1585 | 856 | 1562 | 73 o 13 school Per cent $2000 and above | . 42.86 2.94 | 22. school Per cent $2000 and above | 27. | 8&8 13.24 | 64.56 | 6.17 | 56.4 |: 36.36 | | Senior high Median 186 | 2483 | 1606 2136 1523 | 2040 | 1181 | 1877 ; : 56.45 This table is based upon the data given in Tables 32 to 36 of this report and in Tables 33 to 35 in Teachers’ Salaries and Salary Schedules 1918-19, by E. 8. Evenden TABLE 38.—AMOUNT OF ANNUAL INCREASES PROVIDED FOR IN CITY SALARY SCHED! LES, TEACHERS 1922-23 oe SS. Amount of Annual Increase M Position Less than 60 to 69 | 70 to 79 | 80 to 89 | 90 to 99 orca I 3 5 6 7 Over 100,000 =|j........ 3 B Whdde dan ces att oan $ 30,000 to 100,000 |}....... 7 5 1 Elementary | 10,000 13 7 ee ey els teachers 5,000 to 15 5 NS Pe ye 29 + 7 1 57 26 29 2 1 Over 100,000 ||........ Reale Mertetmen FO Reen NA bree * Be Shee 1: Junior high | 30,000 to 100,000 ||........ 5 3 1 4 3: school 10, 4 12 2 S.”: BiseGnters 3: teachers 5,000 to 10,000 3 15 3 B. >. beasewe 4: 2, 12 12 5 ages Poy et + 19 45 13 8 4 3 Over 100,000 |j....... 1 1 we Bese rte Senior high | 30,000 to 100,000 mee 3 4 1 2 school 10,000 to 000 7 11 5 ae, ee teachers 5, 5 17 3 5 1 2, 13 14 7 8 1 25 46 20 26 4 1 PE tsceys vent — & Besse awe ee ee eh a eerie Special 30,000 to 100,000 ||....... es | Bk cee eee 2 class 10,000 1 2 Ot Sia p Tee Rabme tae teachers 5,000 to 10,000 ||........ D. hae tee asec auemrs 2, 1 1 Bors wR PREEE wales tee 2 5 2 Over 100,000 ||....... 1 3 ple 7): 9 14 30,000 to 100,000 ||....... 3 a ee ee ee 4 8 School 10,000 to 30,000 |/....... a” ey saveee A AS Pe ee eee 4+ 7 nurses 5,000 to 10,000 aed 2 2 BD Aa ee ice was is 4 11 500 to 5,000 1 er Rees adi pail «alain ance sit ase ad 4 7 iti 1 10 6 ee ee ee eee 25 47 aa ps PL Se Read Table 38 as follows: 13 cities of 10,000 to 30,000 in population reported annual increases for elementa: than $50; 15 cities of 5,000 to 10,000 in population reported annual increases of less than $50 (colum: teachers of less d 3). etc. The median annual increase for elementary teachers for all cities is $75. Similarly read the other columns om mags ), A email oe en ww TABLE 39.—AMOUNT OF ANNUAL INCREASES PROVIDED FOR IN CITY SALARY SCHEDULES, PRINCIPALS 1922-23 Se ea EN - Amount of Annual Increase 70 to 79 a wwr NNN DD or «Orbs et we ouwpe | e median annual increase for all non-supervising elementary principals for «!! : ity of 5,000 to 10,000 in population reported annual increases for non-super of = than $50; 3 cities of 5,000 to 10,000 in population reported annual increases ©! Median increase in sh in th th th th an ju re g1' The distributions and medians of the increases provided for in Tables 38 and 39 show that fewer cities are giving annual increases of $45 and $50 than in 1918-19 and that these are almost exclusively confined to the smaller cities. One hunderd dollars is distinctly the prevailing practice as the in- crease for teachers with an increasing ten- dency especially in the larger cities to pay $120 for Junior High School and $150 for Senior High School. Table 40 compares the medians revealed by the 1918-1919! and 1922-23 studies. Salary Schedule Provisions for Number of Annual Increases The number of annual increases is not a problem in making a salary schedule, once the minimum, the maximum and the size of the increases are fixed. The distribution of the number of increases for various positions and various sizes of cities are-given in Table 41 primarily to show the practice and to justify so far as practice will justify it, the recommendation that fewer increases be given to teachers with less professional training. Use of “Single Salary Schedule’”’ Basis It is believed that the wider use of the “single salary schedule”’ basis for construct- ing salary schedules will do more to raise the eficiency of public education, increase the amount of training of teachers and elevate their professional standards than any other Education Association. single factor. This principle of salary sched- ule construction assumes that the work of teaching children in the grades is just as important and requires as careful and as long a preparation on the part of the teachers as the work in a high school. Once this assumption is granted there is no justif- cation for paying different salaries to two teachers of equal ability, years of experience and training just because one prefers to teach first grade children and the other English composition in the high school. It is at least plausible that if better English habits were formed in the early grades there would be less English composition to teach in the high school—or at least that it would make possible a different kind of English compo- sition in the High School. In 1918-19 there were no salary schedules in operation which embodied all of the principles which are now understood to be included in a “‘single salary schedule.”’ Some schedules were definitely foreshadowing this movement by some of their extra salary provisions and in the way the schedules were administered by individual superintendents. In the present inquiry 154 cities answered the question “Do you pay the same salary to teachers with equal training and experience regardless of whether they teach in the ele- mentary or high school?” in the affirmative. This would indicate that this most essential element of the single salary schedule is now being used in 16 per cent of American cities. ! Teachers’ Salaries and Salary Schedules in the United States 1918-19, by E. 8. Evenden, Commission Series No. 6, National TABLE 40.—COMPARISON OF ANNUAL INCREASES IN 1918-19 AND 1922-23 population | i re! ae Elementary median annual increase Junior high median annual increase Senior high median | annual increase | 100 100 Size of City 100,000 in | to 100,000 in population Year | 1918-19 1922-23 | 1918-19 | 1922-23 | 1918-19 | 1922-23 | 1918-19 | 1922-23 | 1918-19 | 1922-23 | Citiesover | Cities 30,000 | Cities 10,000 | - me ese, F 6 es: a ew 10 _ Il Cities 5,000 Cities 2,500 to 30,000 to 10,000 to 5,000 in population | in population in population 100 50 f 5 | 50 100 100 Ae ae a ~. The answers to this question by cities of different size is shown in Table 42. A second question was inserted in the inquiry to serve as both a check and a supplement to the question just discussed. “‘Do you pay larger salaries to teachers in similar positions, who have larger amounts of academic and professional training?” The answers to this are also tabulated in Table 42. The principle involved in the question is slightly different from that in the preceding one but is definitely implied in a single salary schedule. It is interesting to note from comparing th: answers to these questions that the princip} of paying different salaries to teachers } similar positions, with different amounts of training is more generally used than the one which involves breaking down the salar barrier between elementary and high school teachers. The growth in the acceptance of TABLE 41.—NUMBER OF ANNUAL INCREASES PROVIDED FOR IN CITY SALARY SCHEDULES, — a! ee 0 eS 1922-23 Number of Increases —_ | Total Median Position Size of city Sor) 6) 7) 8) 9 ) 10, M8 ) 12) 13 | 14 | 150r| Bumber| No less more | °f cities [increase I 2 _3 | 4/5 |. 6, a 4 _8 | 9 !10 a7 m2 | 43| 'I4 5, Over 100,000 4 5 9 3 ek WARS Se ee 39 " 30,000 to 100,000 | 14| 11 6| 24 3 WE Sages She ae 2 | 68 Elementary | 10,000to 30,000| 48| 18] 7] 20| 7| 2] 1 J 2} 3°U2022).02.. | 108 teachers 5,000 to 10,000 | 63 | 18 9| 16| 3 aF.3 a apg AEM i} 18 2,500 to 5,000 7 9 26 3 i” 2. anes eS a oe 2 102 All cities 175 | 57] 31] 95] 19] 25) 7 1 8 py eee 5 425 Over 100,000 yee eee eee: Si58y test. 23.1.:... 130 walt 30,000 to 100,000 | 3 4 2] 10} 2 4 ae ig eae app 2 32 Junior high 10,000 to 30,000 | 13 3 3] 12 2 1 Pte pm or 35 school 5,000 to 10,000 | 24 4 3 6 2 a Tat Se RS eb 42 teachers 2,500 to 5,000 3 4] 13 3 41 All cities 4] 12 5 33 25 in ; F ,000 to 100, Semele” | 208312 Ris . to J teachers 2,500 to 5,000 7 All cities 30 Over 100,000 ; 30,000 to 100,000 Special 10,000 to 30,000 class 5,000 to 10,000 teachers 2,500 to 5,000 All cities - Over 100,000 30,000 to 100,000 School 10,000 to 30,000 nurses 5,000 to 10,000 2,500 to 5,000 All cities Over 100,000 7 30,000 to 100,000 Non-supervising | 10,000 to 30,000 1 7 elementary 5,000 to 10,000 | 21 2}. 2] 6]... ee: Resin Coney ie 32 principals 2,500 to 5,000 14 1 7 1 7 ie 9) Se RS Se 27 All cities 35 18 4 26 3 5 ay. See. SR <> ee 92 scorer 100,000 Bf feif 2] 2] 2 3 | 1 |..... Sas...) 13 - A to ee Fee Tt ee SS ae 2 ee eer OA Pee 1 15 Supervising | 10,000to 30,000| 7 a7 5} 1 Rae EES 2 Oey One, Tae 15 elementary 5,000 to 10,000 | 7|.....)..... itrivricebresiedinterredteovsstess «-. 10 principals 2,500to 5,000|.....|.....|..... Re oe Me Env oles « « i All cities 18 3 1 18 3 3) 4 yy ie 1 1 53 scone 100,000 5 on 3 ome Baad Pa pee eee ee be 8 meee tee D3 1... .iidccce] © BUNA AA wOe Fo des Bn cbieeceh....|..... 3 Junior high 10,000 to 30,000} 3)|.....|..... Ey ose oS oS ey ee ee 4 school 5,000 to 10,000 OF: 3. ce oe ee eS SS Os eee eee 9 principals 2,500to 5,000; 1/..... BF eh Gem oil: ih oe eee 4 All cities 16 |. 1 ty AOE oe. AS ee Se 28 aooeer OO 7 vs 1 i 3298 2M i SO, ee PR 10 acts to 100, Wits Bat = A Re os Be ee en ee 17 Calor 10,009 to 30,000 2 seeg[oees 8 So) 4 Pe ares ees ee 17 ; eS RE ie eee EY ees Fe ig ois Fe Ome Na Boe 27 principals 2500to 5,000| 7] 3/)..... a 6h re ee eee fe sol..,..1..... 18 All cities 7 2| 29 1 3) 4 oe Slate Ieee 89 Read Table 41 as follows: 4 cities \f over 100,000 in ) opulation reported 5 increases for elementary teachers: 14 cities of 30,000 to 100,000 in population reported 5 increases for elementary teachers (column 3), ete. The median increase for all elementary teachers for all cities is 6. Similarly read the other columns of this table. the | schet whet hope Tea exp Same Diffe Tea Large Same ing the principles involved in the single salary study. The essential relationship between schedule as revealed in Table 42 and else- this principle and continued and steady where in the report is perhaps the most development of the teaching service in Amer- hopeful and significant finding of this entire ican public schools is beginning to be realized. TABLE 42.—ADOPTION OF SINGLE SALARY PRINCIPLES Cities over | Cities 30,000 | Cities 10,000 | Cities 5,000 Cities 2,500 Teachers with same training and 100,000 in to 100,000 | to 30,000 to 10,000 to 5,000 Total eac - ti i lati i lati i ion | i lati experience receive in all grades popula’ ion n popu aon in papaiation in populatio ; n population . |Num-| Per |Num-| Per |Num-| Per |Num-/| Per |Num-| Per | Num-! Per | _ber Cent _ber Cent ber cent ber | Cent ber Cent Cent _ 3 4 5 6 4 s _9 10 II 12 13 6 10 19 l 36 16 18 44 13 154 16 188 84 Zon 82 284 87 36 S4 rent salaries............ 55 90 86 Total 61 100 | 105 22 100 | 272] 100] 328 100 Teachers ‘with similar experience and in same position Larger salary to better trained Same salary to all regardless of train- Ing Total. ——, - a ae CHAPTER III Special Provisions Affecting Teachers’ Salaries in the United States The development and wider introduction of more effective and professional salary sched- ules throughout the country will do much toward increasing the efficiency of all teach- ers and school officers. There are other ele- ments involved in the general improvement of our public schools which are not esesntially related to salary schedules. In the final analysis, many even of these are largely con- ditioned by the salaries paid. Several of the questions included by the Salary Committee in the present inquiry involved some of these ele- ments in the hope that some indications might be obtained of the attitude and standards now prevalent in regard to these items.! The answers given to these questions may be interpreted both as indicative of practice and of the standards accepted as desirable by super- intendents throughout the country. It is val- uable to note what standards are in practice, even though superintendents are occasionally forced to temporarily make compromises in at- taining ideals. It presages good for the teach- ing profession that the men and women in ad- ministrative positions are in such apparent agreement on some of these questions. A case in point is the general agreement that gradua- tion from a standard normal school is the de- sirable minimum amount of preparation for a teacher in the elementary grades. When there is more agreement on more of the questions discussed in this chapter of the report and when there is more persistent effort to secure public acceptance of these same standards teaching will better deserve classification profession, Provisions Concerning Experience of Teachers It is customary for some cities to req teaching experience as a pre-requisite to | tion to teach. This practice has the appro of tradition. There is no other justification for it except that cities making this req ment usually pay salaries enough higher thar those in other places to enable them to enforce this regulation. It is not desirable and should not be necessary for the school authorites of one district to insist that young and untrained teachers secure their first experience at the ex- pense of the children of another district. |! all teachers were trained in standard normal schools or training classes where they had am- ple opportunity to do practice teaching under close guidance and supervision, there wou! be no excuse except selfishness to justify « re- quirement of experience elsewhere betore 4 teacher is elected to a teaching position. | hic answers to the question “Do you require ex- perience before election to teach in the cle- mentary school ?......... How many years?” and similar questions for junior and senior high schools are given in Table 43. !t is clear from this table that the larger «ties with the attraction of their higher salarics are 1 See page 111 for a complete list of questions asked in the inquiry. [48] ence rath O prac expe inY | in pl The nize taine Whe perie furth Ansv TABL the worst offenders in the matter of requiring show a definite tendency to accept an in- previous experience. ‘Table 43, however, fur- creasing number of years’ experience from nishes some gratifying indications. First, a other cities. This is more noticeable in the relatively large number of cities now require larger cities than in the smaller. no vears Of experience before election. Second, the tendency seems to be away from requiring experience. Four years ago practically all \merican cities required one or more years of In regard to the standards for professional experience before election.? and academic training required for beginning If this tendency similarly continues during teachers, there is practical agreement in b-- the next four years, the city requiring experi- _lieving that no elementary teacher should have ence previous to election will be the exception less than two years of normal school training rather than the rule. above a standard four-year high school. Be- One of the strange inconsistences of past cause the supply of such teachers falls far practice has been to insist that teachers obtain short of the number needed to supply all of the experience in other cities, and yet fail to give teaching positions, many cities and particularly any recognition whatsoever for that experience the rural districts must fail in obtaining teach- in placing the teacher on the salary schedule. ers with this much training. ‘The answers to The answers to the question, “Do you recog- questions 8, 9 and 10 of the inquiry are sum- nize in your initial salaries, experience ob- marized in Table 45 giving number of cities tained in other school systems ?...................... who actually require normal school gradua- What is the maximum number of years ex- tion before election to teach in the elementary perience which may be so accepted?”’, give schools. Again, it is in the larger cities, where further evidence of improving practice. salaries are highest, that this requirement can Answers to this question, given in Table 44 __ be enforced. Provisions Concerning Training of Teachers Teachers’ Salaries and Salary Schedules, by E. S. Evenden, N. E. A., 1919, pages 60-61. TABLE 43.—AMOUNT OF EXPERIENCE REQUIRED BEFORE ELECTION IN CITY SCHOOLS, 1922-23 | Cities over | Cities 30,000 | Cities 10,000 | Cities 5,000 | Cities 2,500 Years of | 100,000 in | to 100,000 | to 30,000 to 5,000 | Total a, | population | in population | in population in population | required |Num-| Per |Num-| Per Num-| Per | Num-| Per ber | Cent | ber | Cent : ber Cent ber | Cent Aa 4 | 8 49 | q 19 : 26 Elementary School “ ‘ 4 | 2 i Total]....... 100; 99 | ‘100 40 42 Junior high school = 62 | 100 Total Senior high school Total Read Table 43 as follows: 23 or 49 per cent of 47 cities over 100,000 in pcan require no experience before election to elementary teaching positions; 9 require one year (column 3), etc. ad similarly for other sized cities and for junior and senior high schoo! positions. [49] a I The agreement is not as clear in the re- quired amount of training for election in jun- Many feel that normal ior high schools. school graduates should be employed in junior There is a growing number who believe and insist that junior high school teachers should be as well trained‘as teachers The number of high schools. in the senior high school. cities requiring normal school graduation and those requiring college graduation is shown in Table 45, The agreement of all cities, large and small, on the desired number of years training for high school teachers is a hopeful sign that ele- vation in standards of teaching is possible if enough forces can be interested. ‘The tabula- tiors of answers to these questions show a mor general agreement on college graduation 4; , requirement for high school teachers in 192)- 23 than in 1918-19.1 shows a much more definite agreement po standard normal school graduation as a ». quirement for the elementary grades and , large increase in the percentage of cities .. quiring college training for junior high sehoo| teachers. The present study als Training Required in Rural Schools There is no such agreement on the desired 1 Teachers’ Salaries and Salary Schedules, by E. 8. Evenden, N. E. A., 1919, page 61. standards of training for teachers in the rural schools as was found for teachers in the cities TABLE 44.—AMOUNT OF EXPERIENCE ACCEPTED FROM OTHER CITIES IN ADJUSTING SALARY RST | Re ea) teeseee | oe nee | n to Ne to 30, to 10, to 5,000 Number years ameaed population | in population population | in population Num-| Per | Num-| Per |Num-| Per | Num-| Per |Num-| Per | Num- Cent | ber Cent | ber | cent ber | Cent | ber Cent __ ber I 2 3 4 5 6 ? 8 7) 10 “er - : 0 2 3 2 2 14 13 17 6 25 12 60 1 2 3 4 “4 3 3 5 2 9 4 23 2 2 3 10 10 7 7 18 7 28 13 | 65 3 5 Ss 10 10 10 9 24 9 20 9 69 4 2 3 5 5 19 18 15 5 16 7 57 5 3 5 4 4 24 23 22 9 15 7 68 6 5 s 6 6 6 6 4 1 9 4 30 7 1 Be er eee 7 7 3 1 3 1 14 8 and over 7 12 ll 10 15 14 14 5 14 7 61 Not indicated ! 32 53 50 Oe Sacto amis ke 143 54 74 35 299 in cattt tee cda thie © ch => 2 61 100 102 100 105 100 265 99 213 99 | 746 Read Table 44 as follows: ames Seeer Goes cunity eels sc

100,600 to 30,000 to 10,000 to 5,000 Total population | in in population | in population | in populat on Num-| Per |Num-| Per |Num-| Per |Num-| Per |Num-| Per |Num- Per Cent | ber ber ber | Cent Cent | ber | Cent _ber | Cent I 2 3 4 5 elie 8 9 10 II 12 13 PR gi State 35 59 78 74 | 164 72 | 210 73 | 225 67 | 712 Cities with teacher re- | Local 15 | 25 | 10 | 10 4 i 5) 2 1 | 32 wt epatenay Both 3 6 2 2 Ee 1 m © |....:. = SRE eR 53 | 90 | 90 | 86 | 168 | 74 | 212 | 74 | 297 | 68 | 750 Cities with no teacher retirement To Wey ieee ro moaned 6 | 10 | 15 | 14 | 60 | 26 | 7 | 26 | 106 | 32 | 263 Delite sveakslees i, 59 | 100 | 105 | 100 | 228 | 100 | 288 | 100 | 333 | 100 | 1013 Do teachers contribute ; Yes 51 | 96 | 82 | 91 | 156 | 98 | 201 | 95 | 217 | 96 | 707 to fund? No 2 4 8 9 12 7 ll 5 10 4 43 RE 53 | 100 | 90 | 100 | 168 | 100 | 212 | 100 | 227 | 100 | 750 [56] re Joc me agi spe the tir sta or vid cor tio: mo of : on It | pro tea illn and pen boa sala not \ to mat the the the teac it sl prol fror mer indi Rese: regulation. At least very few have passed local regulations regarding tenure and retire- ment. ‘The fact that a considerable percent- age of city teachers are now teaching under special regulations regarding tenure, and that the majority are teaching under teacher re- tirement systems, is due to the existence of state rather than local laws. In advocating the enactment of measures granting sick leave, regulating tenure, and pro- viding for retirement allowances, a factor is concerned that is often given scant considera- tion. Will the continuance of the general movement that has resulted in the enactment of such measures, tend to keep teachers’ salaries on a lower level than would be true otherwise ? It is the belief of some students of this whole problem that such will be the effect. If a teacher is to be granted compensation during illness, is to be guaranteed tenure of office, and is to look forward to a reasonable com- pensation upon disability or retirement, will boards of education be willing to grant as high salaries as they would if these benefits were not enjoyed ? Whether the continuance of the movement to enact special regulations governing these matters is desirable from the point of view of the teachers’ welfare is of course subsidiary to the larger question, will the continuance of the movement in the long run result in greater teaching efficiency or will it not? At any rate, it should be realized that some students of this problem seriously question the desirability from the teachers’ point of view of the enact- ment of tenure and retirement regulations. The data presented in this chapter generally indicate a desire on the part of American cities to enact measures and regulations tending to place teaching upon a more professional basis, and generally to make the teacher a better trained and more competent public servant. This is without doubt a wholesome tendency and should be encouraged from all sources. It should be recognized, however, that many of the special regulations now in effect in American cities would be unnecessary if scientifically prepared salary schedules were in effect in all cities. “These measures often rep- resent partial steps in the direction of such schedules. For example, the acceptance of the principles of the single salary schedule would make unnecessary the granting of the “bonus” for attendance at summer school. A single salary schedule of the proper type automati- cally compensates a teacher for summer school attendance, and, furthermore, grants this com- pensation permanently, recognizing that the results of summer school attendance are, or should be, permanent. In short, the single salary schedule makes unnecessary a summer school “bonus.” Similarly, many of the other regulations described in this chapter are un- necessary where a scientific salary schedule exists. [his emphasizes the need for simple but carefully worked out salary schedules based on the principles that teachers should be expected to be well trained, and that the com- pensation which they receive will be in accord with their training, experience and efficiency. The enactment of a large number of miscel- laneous and more or less unrelated measures, designed to accomplish these objectives, is bet- ter than nothing at all, but a carefully worked out salary schedule is to be most desired and makes most of them unnecessary. 1 For detailed information relative to State Tenure Jews «1d State Retirerrent laws now in effect see the January, 1923, Research Bulletin of the National Education Association, yr. £4 to 6], and insert page 33. CHAPTER IV Suggestive Salary Schedules in Operation—1923 Ten years ago few cities had salary sched- ules for teachers, and most of these did not take them very seriously. Today practically every large city has adopted a salary sched- ule, and the number of smaller cities adopting them is increasing every year. Four years ago 47% of the cities replying to the N. E. A. questionnaire had established salary sched- ules.! Of the cities represented in the present study 65 per cent have salary schedules. Teachers have demanded them as guarantees of better and more certain salaries. Boards of Education have welcomed them as guar- antees against constant demands for indi- vidual salary increases. In some instances Boards of Education, school administrators and teachers have all united to construct and secure the adoption of salary schedules because of their beneficial effect on the work done for the children in the schools. No matter what the motives for establishing them have been, the salary schedule as an educational administrative device is here and here to stay. It remains for teachers and administrative officers to see that it is a constructive professional device—not simply a break upon financial expenditures for edu- cation and a means of automatizing the method of compensating teachers. Types of Salary Schedules in Operation Cities having printed or mimeographed copies of existing salary schedules were asked to send them with their answers to the Salary Committee’s inquiry. The material gathered in response to this request makes a valuable but varying collection. Schedules were received ranging from those involving brief statements that elementary teachers begin at a $1000 with four $50.00 increases. and that high school teachers begin at $| 2(\) with four $75.00 increases to schedule involving twenty or forty mimeographed pages of different schedules and explanations of schedules. By far the largest number of these sched. ules are based upon position taught and experience rather than upon profession! preparation and experience, as advocated in this report. Teachers in elementary sch! positions start at stated minimums and pro- ceed by certain regular increases to stated maximums. The same is true for teachers in junior and senior high school positions Under such schedules the only possible pro- motion for an elementary teacher who has reached the maximum of her schedule }) successful teaching is to fit herself to teach in the high school, thereby leaving the field of her success and experience. Many of the schedules provide for regular and automatic progress of the teacher from the minimum to the maximum once he }as been elected to the system. An increasing number, however, are including provisions for additional salary increases to be earned by attendance at summer school, or the completion of extension courses. A provision which is becoming more common is that teachers shall attend some accredited sim- mer school at least once in so many yc.rs in order to receive the regular salary increases carried in the schedule. Single Salary Schedules One of the most gratifying results of | \is study is the increasing number of ciiics shown to be basing their salary schedules 1 Teachers’ Salaries and Salary Schedules, by E. 8. Evenden, N. E. A., 1919. Page 42. upo! tha! : por Ass rap! Boal repo who sing! essel nam to ti expe is ta \ from sIZes are | The ' spec but cons A ci indica teache sched Tespor nal l in 100] TO- ted lers NS. TO has by ich eld upon professional training and service rather than the grade taught and experience. This policy, advocated by the National Education Association report in 1919, has gained very rapidly mn the favor of school men and Boards of Education according to the present report. Of the approximately 1000 cities who reported 154 claim that they have a single salary schedule or are following the essential provisions of such a schedule; namely, that of paying teachers according to the amount of professional training and experience regardless of what grade or class is taught.” A number of salary schedules or excerpts from salary schedules for cities of different sizes and in different parts of the country are given in the remainder of this chapter. They vary greatly in standards set and in special adjustments made to meet local needs but in their essential elements they may be considered as types of single salary schedules. A careful study of these schedules will be | Teachers’ Salaries and Salary Schedules, by E. 8S. Evenden, N. E. A., 1919. a : lary schedule” is some times criticized as not accurately describing this type of schedule. ? The term “single sa’ profitable to superintendents and committees of teachers working on the deveolpment of new salary schedules. A few of the provisions will suggest ways not to accomplish certain results, but even these will assure the con- sideration of these elements. A comparison of salary standards given in these schedules with the distribution of salaries actually paid as shown in chapter one will indicate that these schedules have not been selected because they paid the highest salaries. A number of schedules not distinctly single schedules could have been included where salary standards were higher. The following schedules with their desirable and undesira- ble elements should be studied in connection with the standards suggested in Chapter 5. Schedules in Larger Cities The Cleveland, Ohio, salary schedule, the main features of which are presented below, is not distinctly a single salary schedule, but It is used to indicate that only one schedule operates rather than separate schedules for elementary teachers, intermediate teachers, high school teachers and the like. schedule. When properly constructed and administered a number of other elements, suc It should not be interpreted to mean that only one element, for —~ 2 preparation, determines the salary as experience, teaching merit, extra responsibility, training in service, travel and other elements are included in determining the standards of a single salary schedule, Cleveland, Ohio, Salary Schedule Classification of Groups teachers First Year | Elementary Teachers Second Year $1 200 | $1 320 | $1, 8 Additional Annual increments Number ; Super Maximum | maximum salary salary Third Year Amount $120 $2,400 | Junior High Schools Senior 10 to 19 teachers peda Ree: lll 20 to 29 teachers ,535 | | 1,485 6: 8 135 “1,650 ; 10 150 | 2,520] 2, ‘ 120 2,770 2,700 3,300 | 2,880 135 3,075 Elementary 30 to 39 teachers 2,670 | 2,805 | 2, 135 40 to 49 teachers Over 50 teachers 2,820 | 2,970 | ; 150 3,420 | Principals Under 1000 pupils Over 1000 pupils Junior High 3,690 Under 1000 pupils Senior High 1000 to 1999 pupils Over 1000 pupils Assistant supervisors 2,635 | | | | | 3,150 Supervisors 3 ,000 3,300 150 The super maximum salary teachers and elemen prine : euler Mak ectociends 1 —— or Junior junior princi ine c teachers, elementary princi in ch or over and supervisors; additio: the Cleveland, Ohio, Board of Education. may be reached by further study as follows: $120 ,additional for elementary in charge of 10 to 19 geaehers, for each ’ year of study beyond standard igh teachers, elementary princi ‘ of less than 1000 pupilé and assistant supervisors; $150 additional for senior high of 40 teachers or over, junior high prin for senior high principals. ‘ table is based upon information given in “Salary Schedules of the Cleveland Public Schools,” issued by in charge of 20 to 39 teachers, cipals in charge of 1000 pupils [59] we Re er ~r oe ~ —_ a Sfonlit, ae ae Se td *s vero eee See eee le én = 45 Maun sg ies ys _ 4. A. B. degree from First year teaching because of provisions*for additional increases for additional half years of preparation it secures most of the advantages of a single schedule. The Denver schedule is of the single salary type, since it provides that “teachers with equivalent training and experience paid the same salaries, whether they teach in the high school, junior high school, elementary school or special school.” It has now been in successful operation for three years. Denver, Colorado, Salary Schedule Yearly Minimum Maximum Increases 1. Minimum training) (normal school graduation - high} $1200 school plus two SN, anes cie8 $2040 7x 120 2. Minimum rinigh plus one year (hig school plus three 1200 2x 120 2280 above $2040 WOME). . ccsccees maximum 3. Minimum training) plus two years (high school plus four years). For teachers with four 2x 120 years of profes-} 1200 2520 {above $2280 sional training not maximum organized so vi - obtain a d from a stan a college or univer- 8 x 150 standard college or} 1500 2880 and university....... 1x 180 {2 x 100 5. A.M. degree.... 1500 3080 : above A. B. maximum 6. Teachers who be-) gan their service Sept 4, 1917, and pt. 4, an who have less Bn oo Gn the minimum re- quirement as to preparation...... : Recognition of Experience 1. Approved experience in other school systems up to six years will be recognized in bringing teachers into the Denver schools. 2. Under the schedule this plan will operate as a Pe. a. For teachers who do not have the A. B. degree: No previous experience, or : one year’s approved experi- - on see ence elsewhere............ $1200 ee ear teaching{ Two, three or four years’ ap- enver...... proved experience elsewher: $13) First year teaching/Five or more years’ approved in Denver...... experience elsewhere. ..... 144 b. For college graduates, A. B. degree: No previous experience or one year’s approved experi- ence elsewhere.......... First year teaching in Denver...... First year teaching{/Two or three years’ approved in Denver...... experience elsewhere... . . 1500 First year teaching/Four or five years’ approved in Denver...... Fifst year teaching/Six or more years’ — in Denver...... 3. A year’ s apptoved experience, under this schedul; means a year’ s experience in a fully graded public s: he ) sl maintaining at least a nine month term. ‘The Supe rit tendent of Schools will determine whether or n school is so graded and so organized as to represent experience equivalent to experience in the Denvye schools. Less than full credit may be given at the discretion of the Superintendent for experience gained in rural schools or schools not fully graded. 4. Experience as a permanent supply in the Den schools will be recognized, provided, a. That the teacher serving as a supply has th minimum professional training, and 6. That less than a continuous semester’s work will not be recognized. 5. In general, experience in private schools will no recognized, except that experience in colleges, norm: schools, universities, or secondary schools of nation: standing may be recognized, provided such schools ar on the accredited list of the North Central Associa tion or of some other standard accrediting agency whose lists are interchangeable with the North Central me \- ray list. 6. Only experience gained within five years immedi- ately preceding the beginning of service in the Denver schools will be recognized. Transfer to the A. B. Degree Schedule “1. Whenever a teacher in the service recei ves his A. B. degree he will be placed on the A. B. sc! hedu le under the rule relating to the recognition of approved experience. If he has served one year his salary will be made $1650; if two years, $1800. If his salary is already $1800 or more, he will receive no special s lary increase on account of the degree but will be advanced toward the maximum for the A. B. degree by the year! increases of $150 each. Application of the Salary Schedule to Teachers of Three or More Years’ Experience in the Denver School 1. Teachers of from 3 to 10, Inclusive, _ years of Experience Immediately Prior to Aug: 1920: May num a. Maximum for all teachers in this group. $2040 b. To go beyond this maximum all teachers in this group must meet the requirements of the sched. 2. Teachers of from 11 to 14, Inclusive, Yeurs Continuous Experience Immediately Prior to A a 30, 1920: [60] experience elsewhere... .. . 1650 experience elsewhere....... 180) , reac mur prov ont that mor be r is a has 191K mor set { resent Yenver at the pained Jenver Il not ormal tional ls are lation whose A sso- medi- enver s his edule roved ill be ry 1s alary inced early rs of a. Maximum for all teachers in this group ». To go beyond this maximum all teachers in this group must meet the requirements of the schedule. 3. Teachers of 15 or more years of Experience Who Taught Continuously in the Denver Schools from 1905 to August 30, 1920: Maxi- Semes- mum ter ule for Credits mum Maxi- this in Edu- with mum Group cation Credits a. Less than minimum training (less than high school plus two years). _15 to 24 years of ex- perie nce 2.25 or more years of experience es 2040 », Minimum training (high school plus.two years). _15 or more years of experience eae ;, Minimum ‘training plus one year (high school plus three years). _15 or more years of experience ty 2280 / Minimum training plus two years (high school plus four years) _ 15 or more years of experience Sched- Maxi- $2040 $2400 $2640 2520 2640 2640 2640 2520 6 2640 Increase in Maximums for Further Study . For every six semester credits in education earned in an approved normal school, college or university, subsequent to December 1, 1920, by any teacher in Group D-3, such teacher’s maximum salary will be increased $60 provided that no teacher without the A. B. degree or its equivalent, as defined in this schedule, may attain to a salary higher than $2640, and provided that a teacher whose maximum under the regular schedule is $2280 or $2520 will be required to earn only six semester credits to attain to the maximum of $2640. Annual Increase 1. The increase in salary for all teachers of fifteen or more years experience and who have taught in the Denver schools continuously from 1905 to August 30, 1920, will be $180 per year until their maximums are reached. 2. A teacher who is entitled to an increase in maxi- mum on account of credit earned in education as provided above will be granted an increase in salary on that account upon presentation of credits, provided that the total increases for such a teacher shall not be more than $180 per year, and provided that all increases be made effective at the beginning of a semester. The Equivalent of an A. M. Degree 1. Any teacher of ten or more years of experience who is a graduate of an approved college or university, who has taught continuously in- the Denver schools from 1910 to 1920, and who presents evidence of a year or more of graduate study, may attain to the maximum set for teachers — the A. M. degree, provided the Superintendent of Schools evaluates such graduate study as equivalent to an A. M. degree. ee Schedule for Elementary School Principals . Minimum Professional Training: The minimum professional training required for igatiatental to a position as elementary school prin- cipal is graduation from an approved colle ge oruniversity. All rules concerning the professional training of teacher will apply to principals. A principal taking the work for the A. M. degree after appointment as principal will be expected to major in the field of educational admin- istration. b. During the next five years, . teacher of superior merit who does not have the A. B. degree may be appointed as an acting principal pe ae the completion of the minimum requirement as to professional training and the appointment will become permanent when this requirement is met and if his work as acting principal is a 2. Classification of Schools: a. For the purpose of this schedule elementary schools are classified in three groups: Group I, 3 to 10 rooms. Group II, 11 to 20 rooms. Group III, 21 or more rooms. The number of rooms is determined by the num- ber of teachers doing full time work in a building. The Salary Schedule: a. Group I, 3 to 10 rooms, inclusive: A principal of a school in this group will receive a salary $200 in excess of the salary he would receive as a teacher under the teachers’ salary schedule. b. Group II, 11 to 20 rooms, inclusive: Mini- Yearly Maxi- mum Increase mum {6x 150 \1 x 100/ 8x 150 For a principal with the A. B degree For a principal with the A. M. or Ph | See c. Group III, 21 rooms or over: For a principal with the A. B. degree... 2700 ¢ 1x 100 For a principal ‘with the A. M. - a9 or Ph. D. degree 2700 8x150 3900 d. Whenever a teacher who is receiving a salary within $200 of the minimum for either Group II or Group III, or a salary equal to or higher than the minimum salary i in either of these groups, is appointed principal of a school in either of these groups, he will receive an increase in salary of $200 per year on account of his appointment as principal. e. Whenever a school by addition of full time teachers is transferred from Group IT to Group III, the principal will be placed on the minimum salary of Group III, if he has not already attained that salary. \ $3500 $2500 ¢ 3700 (6x 150) J6ox1 0} 3700 4. Application of Schedule to Principals Now in System: a. The difference between the maximum which a principal who does not have the minimum training may attain and the maximum which a principal who has the maximum training and is principal of a building of the same class as to number of rooms may attain will be the difference in maximum attainable by these principals were they serving as teachers under the salary schedule for teachers. b. The rules relating to schedule increases for teachers of fifteen or more years of service will apply to principals. In applying this rule to a principal, the total years of service in the system as teacher and principal will be counted. [61] a — ; * } AS Salaries of Junior and Senior High School Principals 1. Professional Training: 4 i a. The professional training required for appoint- ment as principal of a junior high school or a senior high school is the same as that for elementary school principalships, except that special preparation and aptitude for secondary school administration will be required. 2. Salaries: = ‘ a. The salaries of principals of junior and senior high schools will be fixed by the Board of Education on recommendation of the Superintendent. Salaries of Principals of Special Schools 1. The qualifications and salaries of principals of special schools will be determined by the Board of Education on recommendation of the Sup: dent. Salaries of Assistant Superintendents, Directoy; and Supervisors 1. Professional Training: a. The professional training required for as superintendents, directors, and supervisors of tion is the same as that required of principals. 2. Salaries: a. The salaries of assistant superintendents, tors, and supervisors will be fixed by the B. Education on recommendation of the Superint: (The above excerpts are from Denver Publix Monographs Number Five, Salary Schedules, by Denver Board of Education, May, 1921.) Schedules in Average Sized Cities Duluth, Minnesota, Salary Schedule Schedule for Teachers Item 1. Professional Training—With the exception of those teachers whose qualifications are more spe- cifically set forth in Article VI, all teachers entering the Duluth Schools must have had at least two full years of approved professional training, followin graduation from a four year high school, in a standar normal school, college or university. All other things being equal, teachers with Bachelor’s or Master's degrees, will be given the preference in making appoint- ments to all tions. Item 2. Credit for Experience in Other School (a) Although not specifically required as a qualifica- tion for appointment to a position in the Duluth successful teaching experience is preferred. Credit on the salary schedule for a period not to exceed five years may be granted to appointees for previous experience in school systems where the teaching experience would be as valuable as that gained in Duluth. Evaluation of this experience in all cases is to be made by the Superintendent of Schools. Duluth Salary Schedule | cass 1 | Class 11 | Class Mt | Clase IV Com- Com- Com- Classes ion of | pletion of pen of of according a two a three | four years years to year year of of college Professional | normal normal work work Training. school school | Bachelor’s| Master’s Minimum $1000 $1200 $1400 $1600 Increments | 8 x $100 | 9 x $100 | 10 x $125 |(10 x $125) (1 x 150) Maximum ———. Credited 5x$100 | 5x$100 | 5x$125 | 5x$125 i i will coce G20? aav pent shove scheddia Heads and acting of departments ing the full time of more than 3 teachers in Junior Senior (b) Only experience gained within five years imme- diately preceding the beginning of service in thy Duluth Schools will be recognized (c) In general, experience in private schools of less than college rank will not be recognized. (d) Less than a continuous semester’s work wil! pot be recognized. Item 3. The Bachelor’s degree implies a four year course in an approved institution conferring the A. }., B. S. or Ph. D. degree. The Master’s degree implies an A. M. oranM. S. degree from an approved institution Persons who have successfully completed fou: five years of college work in approved institutions but whose work is not so organized as to give them a Bachelor’s or Master’s degree may be placed in these two classes but shall not go beyond $2400 annually in Class III or $2750 in Class IV until the work is « organized as to give them the degrees required. \ rson shall be placed in Class IV who does not have a achelor’s ’ Item 4. Advancement to a Higher Class: When a teacher qualifies for a higher class he shall transferred to that class on or before the opening of the next school year and shall receive in lieu 0! the regular annual increment the sum of $200.00 in addition to the last annual salary received. This regulation shall not apply to changes in classification made and effective during the school year of 1923-24. Item 5. Annual Salary Sa (a) Salary increases provided for by this schedul: wll be granted once only each year at the time o! thi issuance of the annual contract except in the case 0! 2 teacher who may have qualified for a higher clossit- cation during the summer vacation, in which cise new contract carrying the proper salary shall be \ss.cd at the opening of school in September. _ (8) Only those teachers will be entitled to the annual increase who were employed through the entire pro's school year or who began work on or before Octobe: |st of that year and were employed through the rem. dei of that school year. Those teachers who began |<" work between t Ist and March Ist and who were employed through the remainder of that schoo! \«:' pes 4 2 an increase of $50.00 in classes | ani |! and $75.00 in classes II] and IV. Item 6. Leave of Absence. (a) Leaves of absence may be granted to appointees y the nt for the purpose of visiting f schools, and attending educational meetings, w\' loss of pay. Leaves for visits shall not exceed «1! days per year and no leave may be granted for than two weeks without the approval of the 1. Education. [62] Ne acade 7% |} ment these Failu incre: 1% | incre: A least ectors Imme- n the of less ill not nplies ution, ur or 1S but em a these shall ening f the lition ition and e will f the ola ssifi- ise a4 sued nual 10uS r Ist nder tne were year 11] (h) The Board of Education may grant leaves of absence without pay, for ill health over a period not to exceed one year. (c) The Board of Education may grant leaves of absence without pay, for professional study or extended travel over a period not to exceed two years. (7) A teacher on leave of absence who is not engaged during the period of leave in approved educational work, will return to the schools at the same salary which he would have received at the beginning of his leave of absence. (ec) Time during a leave of absence that is devoted to study or other approved educational work may, on the recommendation of the Superintendent, be accredited to the teacher as experience in determining the teacher’s salary advancement. ) Application for leave of absence for a period longer than two weeks should be made at least one month in advance of the date of the beginning of the leave. An application for a leave of absence must state the purpose for which the leave of absence is to be used. If the application is on account of ill health, it must be accompanied by a certificate from a licensed physician and if for study, it must include the name of the school and the courses to be carried. (:) Teachers and Principals are hereby advised that Pe the rules of the Teachers’ Retirement Fund Association a member of that Association cannot retain membership therein during an absence of longer than one school year. The granting by the Board of Edu- cation of a leave of absence for longer than one school year does not affect the operation of this rule of the Association. Note—Detailed applications to special teachers, principals and other school employees are also given in this schedule. (The above excerpts are taken from Duluth Public Schools Salary Schedules, Issued by the Duluth Board of Education, April 1923.) St. Joseph, Missouri, Single Salary Schedule A. B. Degree A. M. Degree $100 increment Non-Degreed $50 increment $150 increment $1,200 Ist yr. apprentice. $1,250 2nd yr. apprentice. $1,300 Ist yr. teacher. $1,400 (lst year tchr.) |$1,550 (lst year tchr.) 1500 (2nd “ “ )/1,700(2nd “* “ ) 1,600 (3rd ) “ 1,700 (4th 1,800 ( 1,900 (6th 2;000 (7th 2,100 (8th 2/200 (S 2,300 (oth 2,400 (11th 2,500 (12th ) ) ) ) ) 2,450 (7th 2,600 (8th ) 2,750 (9th 2,900 (10th ) $1,800 maxi- mum, ee Non-degreed teachers are required to add to their academic training, at least once in every three years, 7% hours of credit from schools meeting the require- ments of the North Central Association. Five of these hours must be met by attendance at school. Failure to comply with this requirement causes the increment to stop until this requirement is met. 7% hours credit entitles a teacher to an extra $50.00 increase. A. B. degreed teachers are required to spend at least one summer in every three years in summer school. A. M. degreed teachers are required to spend at least one summer in every three years in summer school or in travel. Upon meeting the approval of the Superintendent this will entitle a teacher to an extra $50.00 increase. Failure to comply with this requirement causes the increment to stop until this requirement is met. High School teachers who have not had two years’ experience in teaching, serve two years as apprentice teachers before they are rated as first year teachers. Salary for High School apprentice teachers is to be fixed by the Superintendent. Rating and require- ment for special teachers are to be determined by the superintendents. Every teacher in the system, whether in the non- degreed, A. B. or A. M. class must, before she is entitled to the $50, $100 or $150 increment, be so recommended by the Superintendent to the Board of Education. Any teacher failing to be recommended by the Superintendent for the usual increment may upon thé recommendation of the Superintendent be retained in the system for one year. Failure to give evidence of improvement during that year the teacher will be dropped from the system. Any teacher meeting the requirements of the next higher group ceases to add the former increment and is now entitled to the larger increment of the new class and has also a larger maximum ahead. Temporary Provision: In view of the fact that there are a few non-degreed teachers in the High School who have passed the $1,800 rank, the present $2,000 maxi- mum will apply to their case. Otherwise the new non- degreed rulings apply to all non-degreed teachers. Nore: A first year teacher is a teacher who has served two years as a successful teacher in the probationary period. Rating of Teachers Principals rank teachers three times a year, Novem- ber 1, March 1 and June 1. The last three ratings are used in arriving at the official rank for the re-appoint- ment. The opinions of any supervisors or similarly informed persons may be solicited by the individual principal. Teachers are expected to know their ranks and principals are expected to notify them of new or changed ratings on the dates above. The Superintendent specializes in keeping the prin- cipals as nearly uniform as possible in respect to standards, strictness of rating, etc., calling attention to specific cases of what he considers over-rating or under-rating, but seldom over-ruling. The Michigan State Teachers’ Association rating chart is favored, but others may be used. It is es- pecially desired that the teacher occasionally rate herself and then compare with the principal. The ranks are distributed from 1 to 5. 3 is the rank for an average teacher, 2 is a high rating and 1 is rare. A 4 is low, but allows the teacher another chance at the same salary. A 5 prevents that teacher from being re-appointed. It is often asked how strictly principals and super- visors rank teachers. Our experience shows that strictness is slowly and gradually acquired. The superintendent has many ways of showing the prin- cipals the true value of marks. One way is to make a chart showing the distribution of ranks for the system and the comparative distribution for each principal. If a given principal’s distribution differs widely from the average to show that unusual conditions exist or else he should revise his ranks. Highland Park, Michigan, Salary Schedule H Illustration Showing Method of Fixing Pay at Time of Reappointment ; (a) (b) (e) ne j Base Experience Rank Cred- | Aggre- ited gate “ cot | Name School | Position : sary Lt i~ In- ne' ] Graduate Cred- | 1 $240 Uni- Sal- crease 5 alt ; 2 yr. $1000} Else- ited 2 120 ver Prob- ary tot if 4yr. 1240) where| Here x 3 «60 sity able , i $120 | 4 0) Hrs, | Salary H a (4) (2) 6) Ta Jones Angell 1 $1000 5 2 $480 | $120 $24 $1624 | 1440 184 , ’ , (6) (3) (15) Smith | High | Latin 1240 3 | 6 | s720 | $60 | $60 | 2030 | 1920 160 ; : (5) (1) (30) i] Brown High Reading 1000 1 4% $600 $240 $120 1960 1680 280 (7) (2) 1 Blank | Ford 5 1240 | 10 | 2 | $840 | $120 |........ 2200 | 1800 | 400 i :. ae Note (a) Counting this year. Nearest half or third, if fractional, is used. As long as experience is of uncertain ni ; value, it is arrived at comparatively, asis rank. _ : } ane Note (b) Each principal's record of rank is made three times a year. See Article 2. A teacher ranked “5” is not \ } i F Note (c) Teacher’s extra credits are reduced to university hours or their equivalent. See Articles 3 and 4. I eal oh ‘ wa , a H 4 Ha 1 | x be +757 a Gee pou! distributions for 329 Extra Credits - oi teachers in November, and 328 teachers in Feb- ‘ ae" , , : ruary, 1922, total of 657 eator-=n4 (The large propor- Educational qualifications beyond the requirements, j tion of higher marks may be defended by the state- if approved, shall be credited as follows: xs A ment that for a number of years Highland Park has : (A record of each teacher's extra credits shall be ‘ had an unusual opportunity to secure the better ept in the office of the superintendent after having a | teachers.) been approved by the principal and superintendent, and 5 4 the teacher may have a copy of it.) ce Distribution of Marks from Principals 1. University semester—hours at $4.00. (Since two B | years of university study, or 60 hours, represents the | No. of l’s 2’s 3’s 4’s 5’s difference between the 2-year and the 4-year course, | ee | Marks| — since > Sapo ore in the two bases is $240, each C | fie ae ; our shoul reckoned at $4.00.) ie = no 100% 135% 3% al 6% : 2. Any other additional educational equipment ma) 4 : * = be reduced to what as pipe its equivalent in pe. st_schoo' 18 an Ses See university hours and credited accordingly. aa | oe am a Em RM G...-.+]------ 3. Travel of educational or professional value shall _ November | 100% 18%| 46% 33% 3%)...... be evaluated in hours by the Teachers’ Council Com- ' @ school 56 23 e YR SHS mission on Travel Credits and the Commission’s recom- ebruacy 100%} 41%) 34%) 25%)......|...... mendation shall be presented to the superintendent for his approval. _ ; — T Similarly two tabulations were made for each of five 4. The penmanship requirement, not being in force & of | iM other schools, making tabulations to be compared with when the teacher 1s hired, may be recognized as an byt i the totals and averages. Imagine the study made by Xtra credit. It is desired that all teachers who are | iit the principal of each school when he saw this chart. not penmanship teachers shall be positive influences ; In June 1922 the same persons gave the following raising the pupils to the standards in applied wiiting | ha distribution of marks to 320 teachers: 86-1’s, 27%; A teacher then who is such an influence may have he! N Fe 147-2’s, 46%; 84-3’s, 26%; 3-4’s, 1%. writing habits and influence evaluated by the bh: ad of year ie In all the ing distributions the figures were the penmanship department, the principal, ani the t taken before the superintendent or other general superintendent, and this credit may be included in the supervisors had reported. The general tendency of list of that teacher’s credit hours. Tl Pad the influence of the marks of these officers is to de- 5. Re of 1921-22. ‘ar seco! ae crease the per cent of I’s. For instance, a principal’s 1. Number of teachers eligible... . .. o> 287 iam ie 3! ratings are here compared with the results of com- 2. Number of teachers receiving credit. S 185 Ni RE bining his ratings with those of other officers: 3. Total number of hours credit mesceees 2,646 recor had 4. A number of hours credit (based to d ee) wise Is 23.2 on its celia sateen 0.4 ines 9s Se Principal’s Marks Only... 44% 33% 23% 5. Total number of hours extension credit 2,|°/ heise ii Principal’s Marks, Ate 6. — number of hours extension dake a | bined with Others... . . 31% 40% 29% EDs Bek caches denn ° cline teacl 164] nents, all be laving it, and ~e two ts the ourse, , each t may nt in shall Com- ecom- ndent force as an oO are ences iting re her ad of 1 the n the Total number of hours travel credit. . 47 fi Average number of hours travel credit. 1 2/ At $4 an hour, cost of system for first year’s extra credits was (The total amount expended for teachers’ ries, $630,164.13.) This was the first year the plan was tried and of course the credits were for many years’ work. The new credits for the following year have a smaller total, although many are for work taken previously. The totals will be still smaller next year. 1922-1923 . Number of teachers eligible ). Number of teachers receiving credit. . . Total number of hours of credit . Cost of new credits. . sala- Commission on Credit for Travel I. The following have been accepted as standard trips: Group 1. Group 2. Group 3. Credit: Credit: Credit: 4 to 8 hours 8 to 18 hours 16 to 36 hours New York Pacific Coast Europe Washington Rocky Mountain South America New England District St. Lawrence (Note: No. of hours varies according to amount and use of time spent.) Il. The above figures are given as limits. The exact number of hours recommended by the Commission is based on the following points: A. Academic Value— 1. Historical 2. Physiographical 3. a 4. B. Professional Value— . Relation to Subject % 2 Educational Institutions Visited. 10% C. Cultural Value— 1. Painting 2. Sculpture. . 3. Musi 4. Architecture.......... 5. Literature To find the number of hours, the maximum number of hours for trip under consideration is multiplied by the percentage found by scoring form given in II. Fractional parts of hours are disregarded. No credit is allowed for trips made more than five years previous to the time application is made. The Commission on Credit for Travel meets on the second and fourth Wednesday of the calendar month, in room 257 at the High School. Nore: The superintendents usually approve the recommendations of the Commission, but is not bound to do so. Supervisors and executives are the ones who usually have the privilege of convention attendance. It is desirable to extend the benefits to teachers. But how select the teachers? The plan below encourages the teachers to nominate themselves. Note—There are different ways in which an employee may attend a convention: Delegate or representative of employer (salary and expenses paid). Attendant at own suggestion with: (a) Salary paid, expenses not gl (b) Salary and expenses not paid, (c) Some mutual arrangement. This last arrangement is the one described below. (Shortened Form of the Regulations) 1. Nore—For the purpose of more adequately encouraging convention attendance and of insuring more general benefit therefrom, this Commission was originally appointed by the Teachers’ Council at the request of Mr. Knapp to consider the matter of giving credit for attendance at conventions. Later, Mr. Knapp made it a permanent Commission, working for the superintendent independently of the Council. It is composed of three members whose term of office is for three years, a new member being appointed every year by the superintendent. The present members are: Misses Vida Wilson, Florence Pendell and Mrs. Beulah George, chairman. (Mrs. George was succeeded by Florence Moore, January 1, 1923.) The Commission will hold its meeting the first Wednesday of each calendar school month at 3:30 in the Board of Education room. 2. Anyone wishing to attend a convention other than M.S. T. A. or Schoolmasters’ Club will notify the Commission in writing of such desire as soon as he decides to go, and include: (a) Name of convention. (6) Ptace and date of meeting. ) Probable length of absence. He may be asked to meet with the Commission in a to furnish data on which the Commission may determine the propriety and desirability of attendance and to learn just what will be expected of him. At the first meeting of the Commission after his return from the convention, he will present a written report embodying the following information. (a) Lectures attended, speakers, criticisms (“How close attention did you pay? If not complete, why not?”’) (b) Remarks. He will also submit an itemized statement showing exact amount of: (a) Time of absence due to convention, with dates. (6) Railroad fare. (c) Pullman charges. (d) Tips. (e) Cost of Meals. (f) Hotel Charges. Note: Rebate allowed for items “d,” “¢,” and “f” will not exceed four dollars per day. He is asked to give, in addition, an oral report to those especially interested, either department or school, and answer questions of the Commission. 4. The Commission will feel justified in advising against attendance at conventions (in hope of credit), it at any time such action should be necessary in order to preserve the institution. 5. After the Board of Education has allowed a claim it shall be paid in two instailments, one in the next semester and the other in the second semester therafter. It would be preferable to have the amounts added to the salary on the months when the retirement: deductions are made. (It is understood that if the claimant does not teach for a semester after the convention, no allow- ance is due, and if he does not teach a year, only haif of the allowance is due.) Notre—The superintendent usually approves the recommendations of the Commission, but is not bound to do so. [65] , niles =. ete See Ks ewr- ment Head ditional year of Assem- of credi _ ex- y rience. ' pe No maximum for Rank 1. (The above material is from, The “Merit Plan”’ for payment and promotion of teachers, published by the Board of Education, Highland Park, Michigan, February, 1923.) Fort Smith, Arkansas, Salary Schedule 1. All teachers will be classified on the basis of academic and professional training, as follows: Class 1. Master’s degree (or equivalent) from an approved institution. Class 2. Bachelor’s degree (or equivalent) from an approved institution. Class 3. Normal Diploma (or equivalent) from an approved institution. ; 2. Each teacher will be assigned a classification at the time of employment. The schedule of each class shall apply thereafter until the maximum is reached, subject to the following reservations: a teacher may advance from one classification to another by reason of additional approved preparation. Credit for additional preparation will granted when such additional preparation leads to the next higher classification. | 3. Approved experience in other school systems will recognized at the time of employment. 4. Applicants whose preparation, either professional or academic, does not equal or exceed that of class three will not be considered eligible for appointment after the adoption of this schedule. 5. Salary increases will be granted only when earned, and are not to be regarded as automatic with increasing tenure. effectiveness and professional ress are the factors to be considered in granting a full ora partial increment. Failure to earn a full increment in any year will not te to reduce the maximum attainable under any classification. 6. The provisions of this schedule apply to all grades. Teachers with equivalent training and experience may receive equal salaries whether they teach in the secon- dary schools or in the elementary schools. Teachers with superior training are ex to maintain a higher degree of classroom effectiveness than is expecied 9 teachers with inferior training. UNntess Appii ion, TratininG Propuces Betrer CLAssroom R ; SALARY RECOGNITION FOR SUCH ADDITIONAL TR +) \)y 1s Not JustiFiaBLe. 7. Salaries will be paid on a ten-month basis, at the close of each calendar month; provided that in addition to the regular monthly salary for May, teachers \)\\| }. paid for one-half of the month of June. Salary for the last half of the month of June will be paid ar ¢/ end of the month of September; provided furt! teachers who leave the system at the close of th: year shall receive salary due for the entire m: June. Teachers who accept reappointment an resign before the opening of the next term of shall forfeit salary due for the last half of the m June. Teachers who are employed for less th: full term of school shall receive the proportion « mer salary that their terms of employment bea full school term. This schedule is based on a year of thirty-six weeks. 8. There may be held annually a teachers’ institut, during the week prior to the opening of the sch September. Attendance at said institute n required of all teachers without additional « sation. 9. All teachers are expected to attend an approved professional summer school and to take approved work in such schools not less often than once in four years Leave of absence for professional study will be granted 10. All teachers new to this system are on pro! for a period of two years. Thereafter a teach is rated “C” or better may expect annual reappoint- ment so long as the other provisions of this sc! and rules of the Board of Education are complied with Model Min- Incre- imum ments n 11. Class 1....... $1,600 10 x $100 $2,600 Class 2....... 1,400 10x 100 2 40% Class 3....... 1,000 5x 100 500 12. For each step in rating above or below the modal rating there will an increase or a decrease in th salary increment of $25.00. Thus, if the mode is (, a B teacher would receive an increase of $125.00; « D reacher would receive an increase of $75.0) A teacher would receive $150.00, etc. Eligibility Rules 1. No applicant will be eligible for employn a teacher in the elementary schools whose academic and professional training is less than that of a graduate of a two-year normal school. (Usually 60 semeste! hours.) 2. In general the applicant who has had one « years of teaching experience will be preferred 1) the applicant who has had no experience. An app )cant who has had no teaching experience will be cons: ‘cre: eligible provided said applicant has credit for 1. |ess than six semester hours of practice teaching an approved teacher training school. 3. No applicant will be eligible for employmen: +: teacher in the secondary schools (seventh grade, thu! twelfth) whose academic and professional traine 's not equi to that of a graduate of a four-yea! standard college or university (120 semester ) 1's) Said professional training must include not less ha" 20 semester hours in the field of education. [66] Ill Ex; Medi: gy witho 7 ‘ teache Super’ 4, No applicant who is less than twenty-one years of age will be considered eligible for appointment as a r in this system. Mena, Arkansas, Salary Schedule \ll teachers will be classified on the basis of the ig academic and professional training. A. Bachelor’s degree (or equivalent) trom an approved institution. Normal Diploma (or equivalent) from an approved institution. High School graduate, with at least one summer’s work in a teachers’ College and one year’s experience teaching suc- cessfully. (Normal training course as given in high schools approved by state department, counted as_ professional training.) Successful teaching in other schools will be recog- nized 3, Applicants whose training and experience does not exceed that of class three will not be considered eligible for appointment after the adoption of this schedule. 4. Increases in salary are to be granted only when earned and are not to be considered as automatic. Effectiveness and professional progress in the classroom are the factors to be considered. Failure to earn the increase will not operate to reduce the maximum to be attained under any classification. 5. All teachers will be expected to attend a profes- sional summer school and take approved work in said school not less often than once every two years until reac! Salary Schedules In Lawrence, Kansas, Salary Schedule | In- Definition of Class | itial | Sal- | ; j Pre |Maxi-|Super Maxi-| mum! Maxi- mum) mum | Annual in- creases Teachers having less None} |$1300 y than two years of training above H : 2: | a Teachers having two years of training above H. S. but not A. B. degree, or equivalent. | I $1000} / E Teachers having A. B.|$1200/A se - 2 1600 |$1800 's2 0 degree, or equiva- B lent. Cc 25 - D None| Teachers belies M. A. or M. 8. de- gree. 5) 2950) $2309 Explanation of Rating—A, Excellent; B, Good; cal D, Fair; €, Poor. “Initial Salary” is the salary paid the teacher vthou experience for her first year’s work. “Annual Increases” are based on rating, each teacher being rated by superintendent, principal and supervisors in charge of subjects by teachers. they have secured a Normal Diploma (two years above high school). After that they shall be required to attend such a school at least once every four years. There may be held a teachers’ institute for a week prior to the opening of school in September. Attendance at said institute may be required of all teachers without additional compensation. All teachers new to this system are on probation for a period of one year and may expect reappointment so long as the requirements of this schedule are met. (Every teacher must be in class as outlined. Ail rules and regulations of the Board of Education must be complied with. The following schedule will be in approval and adoption by Board of Education. force after Increases Maximum 9 x $90.00 $1860.00 9x 55.00 1275.00 9x 36.00 1000.00 Minimum $900.00 775.00 675.00 9. Applicants with the greatest amount of successful teaching experience will be preferred to the one with less amount or who has had no experience. Candidates with professional training given preference. Candidate who has had no experience teaching must have had some practice teaching under the supervision of an instructor approved by the State Board of Education. (The above excerpts from Eligibility Rules, issued by Mena, Education.) Salary Schedules and Arkansas, Board of Smaller Cities . The “Pre Maximum” may be passed by Class 1 teachers who secure an additional year of training beyond the two years required for that classification, this training to be approved by superintendent. Class III teachers should receive additional training equiva- lent to two six weeks summer schools in approved institutions to pass the “Pre Maximum.” This addi- tional training must have been secured subsequent to the adoption of this schedule. The “Super Maximum” is reached by not more than 20 per cent of the group after a period of years in = a uniformly excellent record has been attained. Class I teachers are a group subject to special Se sae but their increases and maximum may not be more than those set for Class II teachers. A teacher passes automatically from one class to another on completion of the minimum scholastic aur for that class. The Board of Education may, on recommendation of de superintendent and teachers’ committee, make — to this schedule in individual cases. Principals, supervisors and special teachers may a. compensation above that which they would secure on the schedule. No increases are provided for teachers rated “Fair” or “Poor,” a teacher rated “Poor” is thereby automatically dropped from the system; a teacher rated “ Fair’ may be retained at the same salary, but a second rating of “Fair” will serve to eliminate that teacher automatically. 10. The initial salary of a teacher with experience will be determined on basis of experience and credentials. (The above schedule was adopted by the Lawrence, Kansas, Board of Education, April, 1921.) [67] fil re = rd ies a Marshfield, Wisconsin, Salary Schedule Rules Relating to the Salaries of the Teachers, Supervisiors, and Principals Composing the Teaching Force I. Classification of Members of teaching force. 1. Superintendent of schools. 2. The Supervisory group. (a) Supervisors of special subjects. (6) Principals of grade schools. (c) Principals of high schools. 3. Special Teachers. (a) Teachers of special subjects. (6) Teachers of special groups of children. 4. The regular classroom teachers. (a) Senior High School. (6) Junior High School. (c). Elementary. II. Schedule of salaries of classroom teachers shall be considered as basic since it concerns the greatest number and this schedule shall remain in force until modified by further action of the Board of Education. III. The salaries of special teachers shall generally be based upon the consideration governing placement in the schedule of regular classroom teachers. Additional credit for technical training may be allowed at the discretion of the Board of Education. When conditions of supply and demand, sometimes operating in cases of teachers of special branches, and in case of men teachers, make it necessary, the Board of Education may make exceptions to this rule. IV. Other considerations than those laid down govern- ing the placement of classroom teachers enter into the schedule of the Supervisory group. Classroom Teachers I. A classroom teacher’s placement in the salary schedule and advancement therein shall be determined by a system of credits based upon three fundamental factors, namely: 1. Professional preparation. 2. Experience. 3. Merit or quality of service. II. What determines the credits. 1. Professional preparation—education and train- ing (ay Each year of academic or professional study beyond the high school is counted as two credits. (b) Each summer term of study totaling at least 60 hours and resulting in two certified standings shall count as a half-credit, provided that such study has not already taken effect in gradu- ating from an institution or in securing a certification from which teacher is now holding ition. Correspondence courses resulting in two certified credits shall count ag one-half it. (c) A sumrner spent in travel resulting in pro- fessional benefit, approved as such by the Superinrendent of Schools and the Teachers’ Committee of the Board of Education, may add one or two credits according to the nature and extent of the travel. 2. Experience. (a) Each year of service in Marshfield shall count as two credits. (b) Each year of service as teacher in another city of about the same rank as Marshfield shall count as one credit. (c) Each year of service in a rural scho count as one-half credit. 3. Quality or merit of service. (a) Not to exceed two credits, may be ad or subtracted from a teacher’s salary on the basis of the quality or merit service rendered by the teacher. III. The schedule and the credits determining ments. Group Credits | Annual Yea Salary Incré E-2 5or 6 $1140 E-1 Jor 8 1200 6 D-3 9 or 10 1260 6 D-2 11 or 12 1320 6 D-1 13 or 14 1380 f C-3 15 or 16 1440 6 C-2 17 or 18 1500 7 C-1 19 or 20 1575 B-3 21 or 22 1650 B-2 23 or 24 1725 B-1 25 or 26 1805 A-3 27 or 28 1900 ¢ A-2 29 or 30 1995 A-l 31 or 32 2090 IV. Limitations and directions to be observed | operation of this schedule. 1. No teacher shall count credits based me n the service of teaching prior to September, 19 2. The highest classification for teachers off ring less that 6 “Education and Training” credits shall be class D-1; for those offering less than § “ Education and Training” credits shall be class C-2; and for those offering less than 10 “ F-duca- tion and Training” credits shall be B-2. 3. Teachers in the system whose work does not merit the schedule rate may be paid a less amount. Special salary consideration. 1. Heads of departments in the Senior High School may obtain not to exceed $10 per month more than they would be entitled to as regular class- room teachers. Special Teachers I. Classification. The teachers of the school force classified as special teachers are as follows: 1. Teachers of Special Subjects. (a) Manual Arts. (b) Domestic Arts or Home Economics. (c) Physical Education and Hygiene. (d) Librarian. (e) Public Speaking. (f) Commerce. Agriculture. 2. Teachers of special groups of children. (a) Teacher of the Deaf. (b) Teacher of Ungraded Room. II. Rules determining the fixing of salaries of special teachers. 1. Special teachers’ salaries are subject to al! the rules of the regular classroom teachers’ schedule with a exception. (a) They may receive in addition to the regular schedule an amount not to exceed $200 per year. 2. Other special adaptations may be provided b) action of the Board of Education whencver ‘ circumstances may make it advisable. [68] Rul Supervisors [. Principals of grade schools. 1. Because of the added responsibility and addi- tional work, the principal of each elementary school shall receive from $100 to $200 per year more than the schedule provides for a classroom teacher. The principal who is a beginning prin- cipal in the Marshfield schools shall receive $100 above his or her classroom teacher rating and $25 may, at the discretion of the Board of Education, be added to the amount for each year’s service as Principal until the maximum of $200 is reached. II. Supervisors. The special supervising teachers now under the employ of the Board of Education are: Supervisor of Physical Education, Supervisor f Music, and Supervisor of Art. 1 Supervising teachers shall receive, not to exceed, $150 above the salary of a classroom teacher. (The above rules and regulations were adopted by the Marshfield, Wisconsin, Board of Education, March, 1921.) III. Principals of High Schools under the employ of the Board of Education are: Principal of Junior High School and Principal of Senior High School. The salaries of High School Principals shall be fixed by the Board of Education without regard to any of the regulations or conditions of these rules relating to the salaries of teachers and supervisors. Rules Governing the Future Operation of these Schedules I. Eligibility of Elementary Teachers. 1. The fewest credits based on professional prepa- ration that a teacher may present are four. These credits must be based upon excellent or good records for academic and professional work in the schools attended. Any teacher who presents only these four credits shall receive not to exceed $1100.00. y II. Teachers in the Junior and Senior High Schools. The teachers of the High Schools must meet the requirements of the North Central Association of Secondary Schools and Colleges of which our High Schools are members. . Tenure. Tenure shall depend upon “ec quality of service” and “the general contribution made by the teacher to the school through loyalty and co- operation. Advancement. For satisfactory service advancement will gen- erally be automatic according to the Advancement in salary shall be granted to classroom teachers who have but four “ Education and Training” credits, for attendance at summer school on the following conditions: (a) The school selected shall be approved by the Superintendent of Schools and the Teachers’ Committee of the Board of Education. (6b) Courses of Study totaling not less than four credits (credits interpreted to mean the same as “credits” in the University of Wisconsin) shall be taken and passing grades secured. These courses shall be accepted on conference with the Superintendent. (c) At the end of summer school the teacher attending summer school shall submit to the Superintendent of Schools the official report of the institution attended showing the amount of work done. (d) Upon a satisfactory showing that the above rules have been complied with the teacher shall receive $5 per month in addition to his or her salary under the schedule. sche dule. V. i. imitations. . No teacher shall receive extra compensation for go attended summer school if such attendance is made a condition of re-election. Winnetka, Illinois, Salary Schedule The salary schedule in Winnetka is based on a $1200 minimum for a normal school graduate (2 year course beyond a four year high school course) without experi- ence. The accompanying scale shows annual salaries including allowances for training and experience. Training is measured in terms of University of Chicago “majors.” A full year’s work in college, or in Normal school, after the first two years, counts 9 majors. A three months’ summer course is 3 majors, a 6 weeks’ summer course is 14% majors. A university graduate has 18 majors beyond the first two years which are assumed for the minimum salary. Extensive educative travel—National Parks, Alaska, Hawaii, Europe, etc.—may be counted as one major for each month so spent. — ew: ie on | H i ¢ : 1 oo Hi i$ a 1) a Hise + Pe He i.) ag BS | hee We a i a . Hh if nae e 7 ey } 4 Bea in if ig 5 ; : : i | : } a || Siig To the salary as shown on the accompanying table, additions may be made as follows: For efficiency rating of A during preceding year in Winnetka, $60 will be added to annual salary. For efficiency rating in B during preceding year in Winnetka, add $30 to the annual salary. For each of the first six years of experience in Win- netka, add $12 to the annual salary. WINNETKA, ILLINOIS—CHART FOR DETERMINING SALARY For each year of experience in Winnetka afi first six years, add $3 to annual salary. For each year of general experience, after | fourteen years, add $3 to annual salary. For each major of professional improvement | the 27 shown, add $16 to annual salary. For special work in scientific reconstruction curriculum in Winnetka and preparation or new rials for individual instruction, recognition is ¢ the form of a $35 bonus at the end of the year Years’ Experience I 2 3 4 5 6 7 8 9 10 mm 12 | 13 1260 | 1320 | 1350 | 1380 | 1410 | 1440 | 1446 | 1452 | 1458 | 1464 | 1470 1476 | 1482 1276 | 1336 | 1366 | 1396 | 1426 | 1456 | 1462 | 1468 | 1474 | 1480 | 1486 | 1492 | 1498 1292 | 1352 | 1382 | 1412 | 1442 | 1472 | 1478 | 1484 | 1490 | 1496 | 1502 | 1508 | 1514 1308 | 1368 | 1398 | 1428 | 1458 | 1488 | 1494 | 1500 | 1506 | 1512 | 1518 | 1524 | 1530 1324 | 1384 | ‘1414 | 1444 | 1474 | 1504 | 1510 | 1516 | 1522 | 1528 | 1534 | 1540 | 1546 1340 | 1400 | 1430 | 1460 | 1490 | 1520 | 1526 | 1532 | 1538 | 1544 | 1550 | 1556 | 1562 1356 | 1416 | 1346 | 1476 | 1506 | 1536 | 1542 | 1548 | 1554 | 1560 | 1566 | 1572 | 157s 1372 | 1432 | 1462 | 1492 | 1522 | 1552 | 1558 | 1564 | 1570 | 1576 | 1582 | 1588 | 1594 1388 | 1448 | 1478 | 1508 | 1538 | 1568 | 1574 | 1580 | 1586 | 1592 | 1598 | 1604 | 1610 1404 | 1464 | 1494 | 1524 | 1554 | 1584 | 1590 | 1596 | 1602 | 1608 | 1614 | 1620 | 1626 1420 | 1480 | 1510 | 1540 | 1570 | 1600 | 1606 | 1612 | 1618 | 1624 | 1630 | 1636 | 1642 1436 | 1496 | 1526 | 1556 | 1586 | 1616 | 1622 | 1628 | 1634 | 1640 | 1646 | 1652 | 165s 1452 | 1512 | 1542 | 1572 | 1602 | 1632 | 1638 | 1644 | 1650 | 1656 | 1662 | 1668 | 1674 1 1528 | 1558 | 1588 | 1618 | 1648 | 1654 | 1660 | 1666 | 1672 | 1678 | 1684 | 1690 1 1544 | 1574 | 1604 | 1634 | 1664 | 1670 | 1676 | 1682 | 1688 | 1694 | 1700 | 1706 1500 | 1560 | 15 1620 | 1650 | 1680 | 1686 | 1692 | 1698 | 1704 | 1710 | 1716 | 1722 1516 | 1576 | 1606 | 1636 | 1666 | 1696 | 1702 | 1708 | 1714 | 1720 | 172 1732 | 1738 1532 | 1592 | 1622 | 1652 | 1682 | 1712 | 1718 | 1724 | 1730 | 1736 | 1742 | 1748 | 1754 1548 | 1608 | 1638 | 1668 | 1698 | 1728 | 1734 | 1740 | 1746 | 1752 | 1758 | 1764 | 1770 1564 | 1624 | 1654 | 1584 | 1714 | 1744 | 1750 | 1756 | 1762 | 1768 | 1774 | 1780 | 1786 1680 | 1640 | 1670 | 1700 | 1730 | 1760 | 1766 | 1772 | 1778 | 1784 | 1790 | 1796 | 1802 1596 | 1656 | 1686 | 1716 | 1746 | 1776 | 1782 | 1788 | 1794 | 1800 | 1806 | 1812 | 1818 1612 | 1672 | 1702 | 1732 | 1762 | 1792 | 1798 | 1804 | 1810 | 1816 | 1822 | 1828 | 1834 1628 | 1688 | 1718 | 1748 | 1778 | 1808 | 1814 | 1820 | 1826 | 1832 | 1838 | 1844 | 1850 1644 | 1704 | 1734 | 1764 | 1794 | 1824 | 1830 | 1836 | 1842 | 1848 | 1854 | 1860 | 1866 C—O 1600 | 1660 | 1720 | 1750 | 1780 | 1810 | 1840 | 1846 | 1852 | 1858 | 1864 | 1870 | 1876 | 1882 . Pees 1616 _| 1676 | 1736 | 1766 | 1796 | 1826 | 1856 | 1862 | 1868 | 1874 | 1880 | 1886 | 1892 | 1898 kasi ge 1632 | 1692 | 1752 | 1782 | 1812 | 1842 | 1872 | 1878 | 1884 | 1890 | 1896 | 1902 | 1908 | 1914 [70] CHAPTER V Principles and Standards Involved in the Making and Administration of Teachers’ Salary Schedules lhe fundamental consideration which should determine the final settlement of every element involved in the construction and administration of a teachers’ salary schedule is the effect of the element on the teaching service rendered to the children of the com- munity. The only sound justification for salary schedules for teachers is that they aid in securing the most effective teaching pos- sible. Many of the objectionable elements of existing salary schedules would be imme- diately eliminated if they were thought of in terms of the results which those elements bring the children rather than the results they bring the teacher. In making a new salary schedule for any given city, a number of elements must be decided by the local school authorities before the schedule can be constructed. Some of the most important of these are involved in the one question—What kind of schools does the community desire? The answer to this will determine the standards of training and experience which the teachers are to have and the salaries to be paid in order to secure and retain teachers with those qualifications. The fundamental issue in this whole matter is the kind of teaching service desired rather than what is to be the cost of that service. The answer to the first question largely determines the answer to the second. Ameri- can school districts, except in a few instances, can afford the kind of school they desire. An extensive study made in 1918-19 ' showed distinetly that there is little relation between increases in teachers’ salaries, the largest single item inthe school budget, and increases of wealth in the community. Some of the cities with the lowest per capita wealth paid the highest salaries to teachers and some of the wealthiest paid the lowest. It is largely a matter of the standards which the city has adopted for its schools and its unwillingness to be satisfied with anything less than these standards. General Principles Affecting the Making of Salary Schedules Salary schedules should tend to make teaching a profession. There has been little justification in the past for calling teaching a profession. There is great need at the present time to replace immature, inexpe- rienced, inadequately prepared teachers with professionally trained teachers, who will place the value of the service they are rendering to society ahead of individual, personal gain, and who will develop and adhere to a code of professional ethics in the field of education. 2. Salary schedules should serve to secure and retain competent and desirable people as teachers. Teaching has suffered in recent years both from its failure to attract a fair percentage from among the most c apable high school graduates, and also from its failure to attract young men and young women from the better American homes. In answer to a question sent to County Superintendents in the United Statesthrough the National Education Association in 1920, 1395 superintendents out of 1512 reported that in their opinion teaching was not attracting as competent young men and voung women as in former years. The state- ment is repeatedly made by Normal School Presidents that normal schools rarely secure students from the best fourth of high school graduating classes. The most capable among these student’ are attracted to other better paid professions and enroll for the longer college or university courses preparing for these professions. Attempts have been made by many states to raise standards for entering the teaching ‘ Teachers’ Salaries and Salary Schedules in the United States 1918-19, by E. 8. Evenden, Commission Series No. 6, pages 31 and 132. [71] f Rh, Sea 1400 1493 1699 2085 EERE ESE: Bi ee BS Sa Teeone ear 1750 FP Rae eer, Ree { | RA Sees eae 1700 ‘ce Be SPP a (Sa ae A RES Cee Zp a Pe ee" 1160 ie ee ea. a eee 1066 |...00-- 1356 1254 1400 | 1700 Bea ae ee 1511 "eee ee... 1289 1100 we Re 1527 1473 1580 1833 1330 1538 ae eee 1369 1455 1680 2066 1307 1381 ey ae Se 1508 1527 1553 2000 1325 1453 1673 1908 1495 1512 1634 1943 2156 idiieh eye eos 1077 1135 1625 BE. deccccess) 3288 1545 = domes dhe SA OnIes 4 oe Saal anal 0 a eS 00 oy ae fo 2 ae ee 1166 1425 1379 1707 Tesyrte tet. rer 1 1275 sabes ee 1325 i437" "|" "i86i""|""i6ié || 1914 || 1370 | 1579 | 1624 | 1863 1372 1425 1698 2497 1591 1629 1658 1872 | 258 1300 1586 1667 1880 1479 1421 1759 1928 2094 Fiddcasctieveed 1150 BS tescotevdecsamees 1188 | 1238 | 1366 ES epee ter 1128 1363 j........)| 20 1375 1455 1361 1850 2¢ re Sere 1486 1 TE Pe Per 1600 1450 BOS fececs Ca OPS A 1236 1540 Ce rere 1481 1596 1635 1992 Aa eee. Terre Peer tee ee ee eee singh oa 'c'as t oboe sip sce New Hampshire 1050 1361 ee lesb ennat 1188 1300 1483 1627 New Jersey...........+++- 1545 1802 1996 1918 1769 1844 2017 | 2197 New Mexico...........-... iS 2 PRES = a Ree 1625 Ce aR Jrveeee: New York................ 1621 1442 | 1550 | 3236 1522 | 1645 | 1628 | 1880 North Carolina............ 240 | ag A Pe” Fe ee 1214 1272 1725 1580 North Dakota............. i Be eee ere eee re 1 1469 ey Ore 2S = ee 1229 2075 1545 2078 1448 1480 1776 | 2004 2 | EES ee 1296 1430 SAN 1351 1496 1775 | 1893 ES | SE: ae | OUR Ae eee 1636 ee Pennsylvania............. 1327 1316 1536 2143 1401 1571 1591 1814 Rhode Island............. 1200 ) ee eer rete, ee 1679 1723 1767 South Carolina............ es ee eS aes 983 957 1275 1407 ee ae) errr BAS bn ke cdc cihsdcceex smaueaeees 1663 ae eae (, / emre rrr es fo here ry) pee ee a Perr ee eee eee ee > SPT se ror rer or 1340 |—1100 BGBO 4. casiees 1179 1359 1418 1633 Utah..... RICE RE REP I (PES er St i BSS: eS Ae Rs ods. ncdencdneactinn sauna i Sar pape 1325 1320 ee ML Eiises Fay ay 3 athe median salary paid junior high-school teachers in the United States in cities with a population of 2500 to 5000 junior amma teachers in cities of this size in Arizona, etc. Similarly read des aie paid senior ork ool [84] os - - -d ZAZA wzwevs per nior tual least beginning the organization of Junior High-Schools and that teachers in this type of school are receiving salaries somewhat in accord with the additional qualifications that have been demanded for this type of work. [he salaries paid both Junior and Senior High-Schools are still too low, however, con- sidering the qualifications generally required of teachers in these schools. Table 59 gives the median salaries paid special class teachers (ungraded, sub-normal, cardiac and other atypical classes) and school nurses. Of the 325 cities reporting between 2500 and 5000 in population 89 cities in 26 states reported the employment of 251 special class teachers at a median salary of $1563, as compared with the median of $1105 paid elementary teachers in cities of the same size. Similar differences exist in the other population groups. This is due to the higher schedule under which special class teachers TABLE 59.—MEDIAN SALARIES PAID SPECIAL CLASS TEACHERS AND SCHOOL NURSES IN 1922- 23 Special class teachers in cities with a population | School nurses of | in cities with a population of I United States. . Alabama APISGONG. 2. cesccsecssssions Cok States : me | | OS Seer See 2500 to 5000 5000 — to | to 10,000 30,000 1463 1578 2050 2036 1550 10,000 | 30,000; > to 5 — 1653 1866 1860 1792 Over 100,000 | 100,000 6 2071 1575 2020 2100 1650 2500 — to 5000 | i388 "2000" 1550 1425 1 4 50 1550 1550 to 10,000 | —— ( 5000 | 10,000 a 1510 1850 1850 1683 30,000 to to 5 30,000 100,000 1395 Over 100,000 Tl 1423 1250 1581 1557 Connecticut. . Delaware District of Columbia Florida Cee, pea Sa dbe ¢64uees Illinois | OEE LEE OTE Paes: ! 1711 1500 2517 1550 "1500 2488 lowa Kansas Kentucky Louisiana..... Maine....... Maryland Massachusetts Montana Nebraska......... New Hampshire New Jersey New York North Carolina........... North Dakota Ohio Oklahoma Pennsylvania po eee ee I eer 1400 2083 1660 1500 1620 1650 i800 1360 "1916 1719 2124 1665 2062 "i160" "||— 1300 1566 1375 140( 1250 1050 1388 1300 1750 1250 ‘ 1500 1650 1300 1612 1400 1500 1450 1650 1750 1350 1250 1400 1634 1325 1550 Rhode Island............. 1366 South Carolina............ Washingt. oo... 0ccsces West Virginia Ww isconsin. see Wyoming 1600 1500 1650 190C with a pulation of 2500 to 5000. Color 0, etc. Read Table 59 as follows: $1563 is the median salary paid special class teachers in the United States in cities n $1417 is the median salary paid special class teachers in cities of this size in Similarly read median salaries paid school nurses. [85] are employed in some cities as well as to the fact that only the more progressive cities that generally maintain higher schedules employ special class teachers. Of the 325 cities 2500 to 5000 in population 64 in 19 states reported the employment of 66 school nurses at a median salary of $1388. The percentage of cities reporting the em- are coming to be recognized as a neces: the more progressive city school system Tables 60 and 61 show the media aries paid principals. give the median salaries school prin These tables ployment of special class teachers and scho)| nurses increases with the size of the The special class teacher and the schoo! Ity, Sal- alSO TABLE 60.—MEDIAN SALARIES PAID NON-SUPERVISING ELEMENTARY PRINCIPALS AND SUPERVISING ELEMENTARY PRINCIPALS IN 1922-23 All principals in cities | Non supervising principals in Supervising elementary principals with a population of cities with a population of in cities with a population of States 2500 5000 10,000 | 30,000 2500 5000 | 10,000 | 30,000 to to to Over to to to to 5000 10,000 30,000 | 100,000 | 100,000 || 5000 | 10,000 | 30,000 | 100,000 | I 2 3 4 et ewes 6 7 8 was 10 United States....... $1358 1505 1590 1867 2160 1850 1900 2008 2344 Alabama........... 966 950 ST! Bice antes 0 1217 * ore 1450 1913 pS See 1906 1788 a RA Se 2500 1900 2300 |... Arkansas........... ee 1. cas munns BD ES Scuptew 6 ths ns kaeneiie + dhe «ads = 2150 2425 California.......... 1675 2123 2075 2057 1850 2050 2475 2782 ivi cha tian 1438 BEE. Bho adaspeedieecoowss 2750 OE Rw, ee 2150 Connecticut......... 1450 1470 1671 2338 / | aaa eer 2062 | 2338 BIR. aii sane ce Posse ces osefescdecncscfoveccvecssisecsvans 1900 ||.-.-.5.- OS eer S das ESS ESE: SEROUS apart = Bees 2 ER Garnet Reds RR Se Se ee oe ee WR ae Oe ee ee See “= Georgia......... 1950 1350 1700 SR ST a RP Aree 1870 RE Oe 1450 eee Pole! Hy AE Ae SY ile a et RB iis va w vides 1193 1342 1515 . eee Serr 1550 1620 2085 Indiana............ 1290 1419 1642 , BR Re Goooocon Secor 1863 | 2375 | nS Cae 1175 1396 1721 | i RS Ae ree ae 1812 | 2475 es 5 shia tme.4 die 1350 1450 1552 2270 2034 a Re Ar ee er Kentucky.......... ie NS “7 ae ey eee ES Re oer oe | Rees so SPEas ca GRAMS 0 db abond ches +05 00.50 ehid cee eeereberetes 2150 oS BP Peers . Aes ud MeL ae dae eee ees 1350 | ee SPER Bape A ee eee Sree 2250 8 RRS AE eee es OE NES: Sere ka ae ee Cee eee Cee Massachusetts. .... . 1283 1611 1562 1600 .) 2 ea 2000 1988 2550 Michigan........... 1525 1430 1688 1829 1950 1683 1625 1966 Minnesota.......... 1488 1286 Se Are 1900 8 SAL Snot aa 2275 Mississippi..........|.........- RE ee Bile eee ir ee ; Missouri............ 1058 1400 - 1337 1184 St + Mint dus otianh we eels + cs : 2175 Montana........... 1750 1766 ye Pere weer Mk ee eer ere S338 |..... a uataliihce eon 1312 1458 1650 - a Pe ee we nwie.t 2250 New Hampshire.....|.........- 1150 Bs cb nddiince..i- saa &2 ff ROO See 1970 New Jersey......... 2050 2079 Re i960 '|.......! 4 2162 | 2616 3031 New Mexico........|.......--- FE ASR SE Baw fee Fee ee PrP ee ee Cee eee New York.......... 1583 1492 1723 2450 | 3619 2525 2100 1940 2388 North{Carolina...... 1050 | 7 a en Meee eee Ree 5-2 a SY: 2050 275C North Dakota. ......).........- RD BGS SST Ate ya a Bee Ae Ban a ee 1250 1262 1468 1862 ES Oe eee 1875 2304 Oklahoma.......... 1288 1515 2050 Bee ih. deen. 6% 1325 1500 2050 3009 Oregon............. 1412 1812 Ea ee rae Eat Se Ra Ae 1750 1 Pennsylvania....... 1400 1502 1549 1744 \ aaa 2000 1850 2236 Rhode Island....... 900 1500 1390 1640 gS Fa. a ee South Carolina......|.........- | ES ee Oe ee a: BS Re Ae eee South Dakota.......).........- BED hans epeen cake das e's cchsoc anh Meee ei ecube Okie 04 2 ae REE SR ee Serre Few 2 | Se ae See » PSP ere 1000 1375 1457 2025 OE Ae 1612 2012 I RR Rar Ci Seo Sep aie 8 CE Fas Fae 0 eS eee 1233 1200 oe ead OMS lee aig |S SS Os ara . “ee aaa Bee Wadac poh be teaches « . . z «tae COR . , 72 ra : ’ 9eLI LPeze vruvalAsauedg J oe Sar Be ig ae pag Te ie | WOReIO ce | 6F ¢ ‘ : ic ; g¢ , | 6¢ r¢ : =: ' : S821 geez jot t ‘oO | PL81) lor | 46 9 | ; g¢ oy j Pe ie s Cs 1+ guia lakes 2% Lz08 pree AND MOK MON ax | | GZ a9 3g 766«| 29 «| «CSOT | | 2F is | OS 8Z “ 101l 16€Z ‘yO MON | 1¢ | ze oe | | &% ; og , SEL OLLZ Aasiof MON 08z Silz VYSBIgON 908 0092 i : zPs y6oz |’ BQoseuuTy 16 hs | Ud esr merges zee L¥I O61 Ayonquey 68 susuvy cst ez91 soe SEF L “*“BIQUINJOD Jo qoLasIC] Om AN SD me OmMs zs | 91 1 «6 ab | Fe ; i% j 60 qnorjooud0d) - F 193 | @ rai vez t | 6 bP | €8 ; get g 9802 BrUIOFTB) co ee ee Lt | 6) i _w_|__—ssst sulBgely 6g | SPgl 2 S86 | A ait 16L : 6EZ°0Z | } fr ji ol 6 sd ) £ Buyjsodas | | 66ve | ; ; } ae f | | "| Sees ~ - | s204otO4 SHIP “ON | 4040 DOVE | OOTE | COTE | 000E | 006z | 008Z | 002z | 009z | o0sz | | 0082 | 008z | | 00ZZ | OOTZ | o00c | oost | 0081 | O0LT | “ON [8101 J2a0 pue uonemndod ooo‘oor sania SUYAHOVAL IOOHOS-HOIH UOINAS AiVd SAIAVIVS AO NOILAGTALSIa—t9 AIAVL 38a 6 | ct cma $$ $< —_ _— —— - ‘OABIG YORS JO} USAIZ BBP eg} Pwo AjIBTPUITS ‘ te uuINjoo) peyoder Se1y19 FE JO [8309 Y *090 ‘(¢ UUIN]OO) GHLTS PUP OOLI$ WOOMZOq SOLIVTVS GATOOeT | ‘(} WUINIOS) OOLTS MOOG SetB[es GATe0eI 97 spedrioutid esey3 JQ “dorpeyn ut 000*00T J9AO 89TzI0 ut 897849 peyuy oq} Ul peAojdure peyode (¢ uuin{oo) syedroutd AyeyUSUIA[S ISTé oq jo Areyes ustpeul eq} 8 (Z uuinyoo) ozies sBMOTIO} gu 9 981. prey ays ae : I 62 I : LI 6 an Pee Oe Oo Ce Ce Os Co ee bee bee 19 osty |°****“UrsOOsT A ee hae Oe Oe ke Oo ) vss : ead | gt | 1 ge focete|ecee gt ie st |e ¢ Z 18 goog |*** wosburyst ay [ eee ec eeeleceeeleceeetosseeetoeeeeisoseseteorese gl eee z . ** TA eesz sf "SPURT A ie bees bees ee Gee bee ee Ce : ae eee ee ree eee Z I 4 e 1z osve [°° 0°": oo qua ie fee pees be cee Cee Oe Bc te o1 fcc z gt fit ¢ ae ere ; SL 289Z suxa], t [eeceeecceebesceefeneesfessesfesresprecsafensse[esssslenceo[teeadiaaeualssnns tamer timensaimerestessts ‘1 gozt |°*"**“essouaay, ee eee cee Ce roofers er fa fecetfcefee pee t fee r foe I z 1z ysve -pavys] apouyy SP: eas | ee Fre | g OT | SOT | et | ST} 8T |Z ot. i. ?*3 g Be eet bags: z 98z 2eye | ‘wruvalAsuteg I see eeleeeeete needa e eerie er eeete reer og eee 8 eeeeeloseceerieeecesea Ss eoeetas se costes eesieces cots eeeenr” ge 9ize ‘er eee-**@0Rea s.r ee ee ee I ez |sz | at | it | eo 'ow | tf | ee | 88 | ze | 8 Lt Lee 918z ormO I zee ol LI I CZ wee eee le www ele eee ele weer tn ee eetoee «eRe s tees Sage ee Se eee *! 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About one-half of of tabulations made by the Research Division the rural superintendents replied reporting for ysing the inquiries sent out by the United 184,389 rural teachers and 22,701 rural prin- States Bureau of Education (on the form cipals. La TABLE 65.—MEDIAN SALARIES PAID RURAL SCHOOL TEACHERS AND PRINCIPALS BY STATES, 1922-23 Teachers In Principals In Wiese of Three or | oe e n One- Two- more | Con- | A. A | Ele- Organized | both ele- teacher teacher teacher | solidated | schools mentary high- mentary schools schools schools | schools in schools schools and in open | | villages only only high- country | and towns | — pupils 2 3 4 | 6 7 9 $765 } $744 $845 | | $1121 $939 325 $1303 386 | 420 485 | : | 658 487 5 718 1244 1374 1294 5s | 1396 2125 2367 2450 361 461 615 905 669 619 2 845 1261 1363 1397 | 5A 1639 | 27 1996 868 1001 1042 5s 1181 | 57 316 1008 1088 1067 | 71¢ 2250 2463 1800 374 49] 585 | 2 2 Inder 300 50 800 332 401 457 57% 3: 362 275 693 910 1044 1031 | ws 46 1191 | j 1260 756 914 577 9 98; 1264 p26 | 1882 862 893 914 1030 36 1059 1306 720 8: 661 1057 3: 1256 1: 684 SSt | 1027 998 of 1018 | nus | l< 5 498 ‘ | 685 682 3 451 36 l EET, cb aee <6 b.wt 0.0.04 656 6. 847 | 914 QO} 956 | 1032 ] 36 lt if Maine 580 : 933 | 786 93 986 | 1290 1625 Maryland........ - 743 92 1036 1100 7 1062 1417 1616 Massachusetts... .. . 887 j 1063 1248 22 1300 1757 1650 Michi Saat wae wis stip en ae sil 808 918 969 1013 ie 661 1239 MinneG@OBsiiescen bs 20s 691 903 1027 1081 2 1333 | 1469 Mississippi i628 318 36 375 642 695 b 958 Missouri. . . ot ay 643 565 685 | 789 942 «| 12; 1035 MomteGitic aha esc ches Adee | 874 | 1136 7 1250 57: 1524 Neobraiie dons tb Gis cece. | 767 918 } 9: 1032 1100 | { 1358 New Hampshire Ce 739 8 971 955 778 5 1150 New Jersey. | 5 1215 1819 255 2001 New Mexico (atersi 3% 866 ( r 1631 55 1070 New York...... eat 37’ 8 ; 215 1443 | 5 1767 North Carolina........... é AS 58 5: 5 5 | 525 1039 North Dakota re 97 38 3: 9 | 1370 Ohio, caren) 00 oa walede ay 956 35 5. 5 ii | 1543 to ee ee eee 83: 366 948 2 25 36 1355 Qvegeaieie oi. tuieeie ass. s ae 876 | 325 : ; 3 1621 Pennsylvania....... g2¢ | 8S | 8 4 iy 5 20. | 1541 Rhode Island.............. 844 936 | 25 | 1083 1009 99° 5i 967 South Carolina 371 58 58 748 937 90° , 1055 South Dakota 874 37 5 | 1139 1139 922 : 1545 Tennessee 405 5 5! 1226 659 37! | 8: 1197 os ie SESE I 605 i7: . 690 890 53 : 803 t 771 56 5s | 1035 925 : 1295 1475 Vermont 665 , 78 2 903 | 7 5 2008 VisgiiGes atinks wos Suchems wb 395 365 58 791 Washington. 1013 §2 97 1212 West Virginia 687 38 7 ; 878 Wisconsin 851 ( | : | 1133 Wyoming 842 5 j } 27: 1165 | 7 1700 This table is based upon the distribution of salaries paid the various types of rural teachers obtained from the inquiry reproduced on page 114. The detailed distributions by States are not produced in this Report, except for teachers in one-teacher schools, see Table 66. Similar detailed distributions for the other groups of rural teachers and principals are available at N. E. A. Headquarters and copies may be obtained by those interested for a nominal fee paid for copying. : _ A comparison of this table with Table 9, page 15, of the June, 1922, Research Bulletin which gives similar figures for 1921-22, the result of data collected for that year under comparable conditions, sheds valuable light upon the trends of teachers’ salaries in rurai schools, The trend is not the same for all states. For the United States, however, the median salaries for 1921-22 which are comparable with the medians given here are: one- teacher schools, $774; two-teacher schools, $877; three-teacher schools in county, $885; consolidated schools, $987: and village schools of three or more teachers, $1010. It will be seen that there was a drop, taking the country as a whole, in the medians for all groups except the village, and consolidated schools. This is not true for all states when studied individually, however. [91] Distributions for the eight classes of teachers segregated by States. It was not feasible +, provided for in the inquiry are given in Tables _ print all of these tables, but one of them ( th» 14 and 15. Tables are also available at for teachers in one room rural schoo N. E. A. Headquarters giving distributions given below. TABLE 66.—DISTRIBUTION OF SALARIES PAID IN ONE-TEACHER RURAL SCHOOLS, 1922-2, | | 400 600 | 700 1100/1200) 1300) 1400) 1500) 1600! 1700| 1800 1900|Over Me. States to to to to to | to | to | to | to to to | to /|1999| Tota! dian 499 699 | 799 1199) 1299) 1399) 1499) 1599 1799) 1899) 1999) I 4 le ® 7 ie I2 13 14 Is 17 18 | 19 20 2 United 2 Te taal om States. 0: 16147|15764 2320 178 _ 31 _ 21) 5) 12/95080 $765 Alabama ~426|} 319} 137| 77| = 20 ¢ eo) TS Eee eo SE SSR apa Arizona .|....|..--|...-|-..-|-+-:]++> 5 } Arkansas 25 74 SS, OS SAA AAS Ape eee 1 Oh a esate . 73 “ 4 Eg Calif. Ss ey Colorado]... . | EP SS ES Py A See Florida. . Georgia . aho... Illinois. . BE! 88 w Oe ee Pe ee Se ey 8 ib Sesa: Sz ~¥SSs $58 reenBon: > Books: 165 50 56| 5 1224! 341 143 161) 14, 24; 2 72 af ‘hoes Read Table 66 as follows: 3060 teachers mn schoste) in the United States in 1922-23 were reported as rosivns than $300 salary uperintendents reporting; 4486 were reported ~ ween 0500 end $399, Ny Te the 95,070 teachers reported in one-room rural ng salaries bet annie was $765. Similarly read table for each State The subsequent Tables 64 to 68 give de- tailed distributions of salaries paid administra- tive officers in the five size groups of cities. Tables 69 to 73 immediately following give similar data for directors and supervisors. These tables are the basis of the summary tables showing median salaries paid directors and supervisors given on page 15. TABLE 67.—DISTRIBUTION OF SALARIES PAID ADMINISTRATIVE OFFICERS 1922-23 Cities 100,000 population and over Superin- tendant of Schools Associate or Assistant Salaries superintendent paid Secretary of . a : Board Maximum| Minimum I Median $10,000 and over 9500-9999 9000-9499 8500-8999 8000-8499 7500-7999 7000-7499 6500-6999 6000-6499 5500-5999 5000-5499 4800-4999 4600-4799 4400-4599 4200-4399 4000-4199 3800-3999 3600-3799 3400-3599 3200-3399 3000-3199 2800-2999 2600-2799 2400-2599 2200-2399 Under 2199 Total 1 a salary between $9500 and $9900, etc. (column 2). paid the superintendent. tendents of 31 cities. Read Table 67 as follows: 16 superintendents of schools were reported receiving salaries $10,000 and over, 4 The median paid was $8000. ; Superintendents. The distribution of salaries given for Assistant Superintendents in column 4 is for the highest paid (first assistant superintendent) for 52 cities, and that given in column 5 is for the lowest paid assistant superin- Superin- lmecsetary Chief tendant to | attend- of build-| superin- | ance ings and | tendent officer | grounds Director Director | of tests of and meas- Research | urements Business | manager 6 4300 i ' | 3650 =| 2ie i 1 x i] — I Nowe 1 I | w 41 bo 26 Of the 60 cities of this size replying 58 reported the salary Similarly read other columns, except that for Assistant TABLE 68.—DISTRIBUTION OF SALARIES PAID ADMINISTRATIVE OFFICERS, 1922-192; Cities 30,000 to 100,000 population Associate Di or assist- t of | Secretary Director | test« Salaries Paid ant super- | Secretary | Business to super- | attendance of measu intendent manager intendent + research ments I 3 5 7 a 9 Median......... 3333 3050 1500 2575 8000 and over TT ET SAPS | ARE ics or. 3 25 CFR eR EL SL” EE SRDS FSIRRRERES NESE tees RONG ~ la ae eer eeaee Cccack |B hi dec cande. Bee Ee as ee, ene” Sinem kmedees 2 eer eA ee ey 7) ee ee. ern AAS ee ne EEE SOURS NE he ORES ORRReE NES Be) ES MORES LES Tete CORN GR ieee 5000-5499....... B.S he cm «eK Rae ae ce nbie ERS bcaE oc nm acai chee cc..... erase SE Reverses. ot | oR dans vera c i ede etc ies. ol Ss 6h fae SE Be os cg pace cle cats coc cchl lawton bl kk, ee ee) ees aes i bane ws 1 6 wip Gath bon tach 1 Se OS PT a oe 1 1 EE ae 1 4000-4199....... 4 ee Ped. . ee Sa [ocsecscees 3600-3799....... : Re BES galt ey SS A eee | battle aie up 0 3200-3399....... hls Piles. Sen RS SB TT ee ae (Ge a Re 3000-3199....... 5 ee a ce CI rae 2 2800-2999....... 2 Fria eh Be kee 1 1 2600-2799....... 4 ’ Bee eee 1 1 2400-2599....... 3 2 1 5 4 I iia 5. chsh eG hUw cals 60's ee oi « 3 3 1 | 1 2000-2199....... 1 2 5 lip) Sa. 1800-1999....... | rea. 14 8 1 NG Aro ol Maly ¢ MEMOS aks ofd048 ss obs d vs PAREN cc vadds cach eon. cocis 9 4 Corey RR EGR SRR: Nene: ” ent eae tes 2 54 10 Lent triwe-« Total....... 36 25 86 36 il I Read Table 68 as follows: 4 Superintendents of schools were reported recsiving salaries $3000 or over, 4 salaries between $7500 and $7999, etc. Of the 103 cities of this size repl a eated salesy paid the superintendent. The median salary paid was $5861. Similarly read the distribution of salaries paid other Administrative officers TABLE 69.—DISTRIBUTION OF SALARIES PAID ADMINISTRATIVE OFFICERS, 1922-23 Cities 10,000 to 30,000 population Associate | Director of a or assist- mesieied | tests and Salary ant super- y | measure- intendent of board ments I 3 Median......... 3025 185 6000 and over 2 aaa SR 5500-5999....... oy eS Bee 5000-5499 ....... opel: SEPP 4800-4999 ....... YY Sees: Fae 4600-4799....... i eee e ona cits eeene isd ech 30 rr ey aaah a 10 ST eT ET: | Peer 4000-4199....... . We Pepe eee 3800-3999....... 5 tie ges SPA 3600-3799....... ae’ PaviRn ds cpale > cova neVicisiubaw dade. sates cathe issues tes. <......4.. 3400-3599....... 27 * Seas AEE or SIA EP RO ER a Be 3200-3399....... | Bee oS SR ee i SE OO Skt, tie ee Sea Bet 3000-3199....... 9 4 4 2 S. Eeeasnes nates Saae 1 2800-2999 ....... 1 2 1 1 EE SR ee Oa ee 2600-2799....... Ee! St ae Se eee ter: OO Se 1 2400-2599....... FS eae 9 5 ee: 2k: ee ee 1 2200- 1 1 IES TREE A SE, 8 1 7 Da Ee ak Aes d VW 660c'e 6 8 1 10 10 1 S ... ledsthéaeee 5 OE SO ee i) 1 3 eS OS ee ne teen eeua 3 eg ee le re re TE! eS 1 ee pak ee Seer ean CP Weasieasx 4 tig’ ial” ed Total...... ll 143 14 45 180 4 ) Read Table 69 as follows: 10 Superintendents of schools were $5999, etc. Of the 215 cities of this size replying 11 reported the median salary paid was $4110. 6 salaries between $5500 and intendents of schools. The median Administrative officers. 2 read the eeepc aries of 90000 and over. salaries paid super- the distribution of salaries paid other Me 500 480) 460) 44 4206 400 380( 3600 3400 3200 3000 2800 2600 2400 2200 2000 1800 1600 1400 1200 1000. 8004 600—" Unde [94] TABLE 70.—DISTRIBUTION OF SALARIES PAID ADMINISTRATIVE OFFICERS, 1922-23 Cities 5000 to 10,000 population Associate | Superin- Director of Superin- | or assist- | tendent of | Secretary Chief tests and tendent | ant super- _ Secretary | Business | buildings to super- | attendance | measure- | of schools | intendent of board | manager | intendent | officer ments d 4 Medial... cextSelswa. ; or 400 ) and over 5499 4000 ee eee | 3800-3999.......... 3600-3799.......... 3A00-BEO oc cccc sess 3200-BSOO. occ ns 3000-3199... 2800-2ZOOO.....e.6. MH00-2799.......6. 2400-2599......... | 9000-2199......... 1800-1999...... 6 1000-1199. ........ , ; ey eee © ee 600-799. Under 600 10 Read Table 70 as follows: 4 Superintendents of schools were reported receiving salaries of $5500 and over, 7 salaries between $5000 and $5499, etc. Of the 261 cities of this size replying 254 reported the salaries paid superintendents of schools. The median salary paid was $3557. Similarly read the distribution of salaries paid other Administrative officers. TABLE 71.—DISTRIBUTION OF SALARIES PAID ADMINISTRATIVE OFFICERS, 1922-23 Cities 2500 to 5000 population Superin- | or assist- tendent of | Secretary Chief | Director | tests and Salaries Paid tendent (| ant super-| Secretary | Business | buildings | to super- | attendance o measure- of schools | intendent | to board | manager and intendent officer | research ments grounds 2 7 ; | 8 | 10 Median $3082 5000 and over.... 4800-4999....... 4600-4799 4400-4599 | | Associate | Superin- Director of | 2200-2399 2000-2199 | Read Table 71 as follows: 6 Superintendents of schools were reported receiving salaries of $5000 and over, 4 salaries between $4800 and $4999, etc. Of the 320 cities of this size replying 308 reported the salaries paid superintendents of schools. The median salary paid was $3082. Similarly read the distribution of salaries paid other Administrative officers. 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See Nevada New Hampshire New Jersey.... New Mexico... New York.... North Carolina. ... North Dakota Ohio UPOGOR. occas Pennsylvania...............- Rhode Island. South Carolina as South Dakota.......... Tennessee . i ee ; ats } | ‘ - Utah. ..scs. b3 Riau { 10 9.4 696 Vermont bs 52 22 ae Rh ae 8 t OL Washington. ... — 37 10 1049 West Virginia... 14 25 2291 Wisconsin. . . ; sows ‘ 12 86 1733 Wyoming. ... ; . , 10 50.¢ 769 inquiry of the National Education Association Salary Committee. (See page 113.) inquiry are the basis of Tables 78 and 79 given on pages 100 and 102. 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SALARY Groups: Salaries were For example, the teachers included in group receive salaries some- 1200 and $1299 inclusive; those rouped under $1300 receive salaries between 1300 and $1399 inclusive, etc. groups. a the $1200 salar where between $3399 are combined in $200 groups. ample, . and $3599, etc. Mep1ANn SALARIES: The best paid fifty per cent of a group of teachers receive salaries equal to or ex- ceeding the “median” salary, and the poorest | paid fifty per cent of a group of teachers receive ; salaries that are equal to or less than the median salary. A median salary for practical Purposes a is practically the same as an , In some of the tables the medians given are based on a report of too small a number of teachers’ groups. ALABAMA: 1a Birmingham. CALIFORNIA: os Angeles, dt Oakland, 4 San Francisco. : ia CoLorapo: ‘ Denver. ConNECTICUT: : t ag pal ven. Wasingvoe. District oF CotumBia: Washington. i | GeEoraia: 7 Atlanta. ILuinots: 1 Chicago. a = voli o | ianapolis. | Kansas: Kansas City. : ALABAMA: | Mobile. a | ARKANSAS: | Little Rock. : a CALIFORNIA: . eee, Lone Beach, San Diego, San Jose. om \ | i By ° teachers included in the group receive salaries somewhere between $3400 distributed in $100 Salaries over 3400 salary “average” salaries to be representative. Since number of cities reporting and the n teachers reported are given in connect each median, however, it is possible to to how representative the figure is, COMPUTATION OF MEDIANS: For purposes puting medians and quartiles in this plan was adopted of making the steps ta} names from the beginning of the step: salary group $1200 extends from $1200 + This arrangement of the steps tends to medians a little higher than they are i: because of the prevailing custom of salaries, increases, etc., in round numbers in the $1200 salary group there will teachers receiving an even $1200 than distributed between $1200 and $1299. considered that this “padding of salar) less harmful than the lack of uniformity the additional work and chances of e: In all statements and volved in other methods. computations involving salaries and oth the results have been computed to the nea lar or to the nearest unit. A few exc« this are necessary where several medians are s close that the fractions are necessary in | make comparisons. The cities which replied to the salary inquiry in time for their data to be included in the tabula- tions are listed below according to population A number of cities which sent in replies Cities Replying to Salary Inquiries 60 Cities Over 100,000 Population KENTUCKY: New Jersey: PENNSYLVANIA Louisville. Camden, Philadelphia, LovuIsIANA: om City, Pittsburgh, New Orleans. ewark, Reading, MARYLAND: Paterson, Scranton. Baltimore. Trenton. Ruope Istanp: MASSACHUSETTS: New York: Providence. Cambridge, Buffalo, TENNESSEE: Fall River, New York City, Nashville. New Bedford, Rochester, Texas: set Syracuse, Dallas, orcester. onkers. Fort Worth, MIcHIGAN: Gaim San Antonio Detroit, Aker Uran: Grand Rapids. Cineinn i Sale Lake Cit MINNESOTA: Clevelanc , V ; Minneapolis, Codeiahens eee: St. Paul. D umbDus, ichmond. Missouri: ayton, WASHINGTON: Toledo, Seattle Kansas City, ’ St. Louis. Youngstown. Spokane. NEBRASKA: OREGON: Wisconsin: Omaha. Portland. Milwaukee. 102 Cities with Population of 30,000 to 100,000 Cotorapo: ILirNots: Fort Wayne, Pueblo. Aurora, Gary, Connecticut: East “4 Louis, South Bend, Meriden, Molin Terre Haute New Britain, Quin Stanford, a Iowa: Waterbury. Rock Island, Davenport, Georcia: S ; Dubuque, Augusta, INDIANA: Sioux City, Savannah. East Chicago, Waterloo. [104] too late to be used are not included. A few cities made partial replies maxima and minima, but did not give dist: of salaries being paid. These are not list t Sa al CoLo Gr Conn An En SOL Mi Mi No: Str: Wa Wil Gt Ri Alb \ Ror [LLIN Bert Bl rT Can Chic Elgi Free Gale Kew 4S! peka, chita. rucKY: vington. NE: viston, P rtland. MasSACHUSETTS: Brockton, Brookline, Chelsea, Chicopee, | { iV erhill, Holyoke, Lynn, Malden, Me dford, Newton, Somerville. MICHIGAN: Battle Creek, Flint, Highland Park, LABAMA: \nniston, Bessemer, Gadsden, Selma. ARIZONA: Phoenix. ARKANSAS? Fort Smith, North Little Rock. CALIFORNIA: Alameda, Eureka, Glendale, Richmond, Riverside, Santa Ana, Santa Barbara, Santa Monica. CoLORADO? Greeley. CoNNECTICUT:? Ansonia, East Hartford, Enfield, South Manchester, Middletown, Milford, Naugatuck, Norwalk, Stratford, Torrington, Wallingford, Willimantic. GEORGIA! \lbany, \thens, Rome. ILLINOIS: Berwyn, Blue Island, Canton, Chicago Heights, Elgin, Freeport, Galesburg, Jacksonville, Kewanee, Jackson, Lansing, Muskegon, Pontiac, Saginaw. MINNESOTA: Duluth. Missouri: St. Joseph. NEBRASKA: Lincoln. New HampsuHIre: Manchester. New Jersey: Bayonne, East Orange, Elizabeth, Passaic, West Hoboken. New York: Binghamton, Mount Vernon, Newburgh, Niagara Falls, Schenectady, Utica, Watertown. Norta CAROLINA: Winston-Salem. Onto: Canton, Portsmouth, Springfield. OKLAHOMA: Muskegee, Tulsa. PENNSYLVANIA: Allentown, Altoona, Chester, Erie, Harrisburg, Hazelton, Lancaster, McKeesport, New Castle, 216 Cities with Population of 10,000 to Lincoln, Mattoon, Murphysboro, Ottawa, Streator, Urbana. INDIANA: Crawfordsville, Elwood, Forest Park, Huntington, Mishawaka, Richmond, Whiting. Iowa: Keokuk, Fort Dodge, Iowa City, Marshalltown, Mason City, Ottumwa. KANSAS: Arkansas City, Coffeyville. Laurence, Leavenworth, Salina. KENTUCKY: Owensboro, Paducah. LovuIsiIANA: Lake Charles. MAINE: Auburn, Bath, Biddeford. MARYLAND: Hagerstown. MASSACHUSETTS: Amesbury, Belmont, Beverly, Braintree, Clinton, Danvers, Easthampton, Gardner, Gloucester, Greenfield, Leominster, Methuen, Newburyport, North Adams, Northbridge, Norwood, Peabody, Plymouth, Wa‘ertown, Weymouth, Winchester. MICHIGAN: Escanaba, Ironwood, Marquette, Monroe, Traverse City. MINNESOTA: St. Cloud, Virginia, Winona. MISSISSIPPI: Greenville. Missouri: Carthage, Columbia, Hannibal, Joplin, Moberly. MonTANA: Anaconda, Great Falls, Missoula. NEBRASKA: Grand Island, Hastings. New Hampsuire: Berlin, Dover, Laconia, Nashua. New Jersey: Asbury Park, Belleville, Englewood, Hackensack, Long Branch, Norristown, Wilkes-Barre. Ruope Isianp: New port, Woonsocket. TEXAS: Beaumont, El Paso, Waco. VIRGINIA: Newport News, Portsmouth, Roanoke. WASHINGTON: Tacoma. West VIRGINIA: Charleston, Wheeling. WISCONSIN: La Crosse, Racine, Sheboygan, Superior. North Bergen, Plainfield, Weehawken, West New York, West Orange, Summit. New York: Beacon, Corning, Cortland, Dunkirk, Gloversville, Herkimer, Hornell, Ilion, Middletown, North Tonawanda, Olean, Plattsburg, Saratoga Springs. Nortu CARo.Lina: Durham, Goldsboro, Rocky Mount. Nortu Dakota: Grand Forks. Outo: Barberton, Chillicothe, Cleveland Heights, Coshocton, Elyria, Findlay, Hillsboro, Norwood, Piqua, Salem, Zanesville. OKLAHOMA: Okmulgee, Sapulpa, Shawnee. OREGON: Astoria, Salem. PENNSYLVANIA: Ambridge, Berwick, Braddock, Bradford, Butler, Canonsburg, Carbondale, Charleroi, Coatesville, Dubois, Farrell, Greensburg, lg ebanon, Mahonoy City, Mount Carmel, Nanticocke, North Bellevernon, New Kensington, ALABAMA: ib Alabama City, j Talladega. ARIZONA: tif Bisbee, Douglas, 4 Globe, Nogales. CALIFORNIA: lt | Brawley, | Chico, EI! Centro, Memoria, be. Monterey, ue Ontario, : Redlands, San Leandro, San Louis Obispo, Santa Clar:, Santa Rosa, ia Whittier. i CoLorapo: Ft. Collins, = Grand Junction, : Sterling, . Walsenburg. is ConnecTICUT: . Ai Killingly, : Hi Plymouth, T, Shelton, Southington, Watertown, Winchester. FLoripa: 4 Orlando, | Wt St. Augustine, a West Palm Beach. GEORGIA: . Dublin, 4 Fitzgerald, bE Marietta. IpaHo: 1 Coeur d’Alene, a Idaho Falls. ILLINots: Beardstown, ton, Carbondale, Charleston, — Hichond Park, a a ! Portsville, Punxutawney, Sharon, Washington, West Chester, Woodlawn. Ruope Istanp: Central Falls, Cranston, Pawtucket, West Warwick. Soutn CAROLINA: Spartanburg. Soutw Dakota: Aberdeen, Sioux Falls. 261 Cities with Population of 5,000 to 10,000 ?—— City, a Grange, Lawrenceville, Macomb, Maywood, Monmouth, Mt. Vernon, Normal, Pontiac, West Hammond, Winnetka. INDIANA: Bicknell, Brazil, Columbus, Greensburg, Lebanon, Mt. Vernon, Portland, Wabash. Iowa: Creston, Cherokee, Cedar Falls, Grinnell, Newton, Oelwein, “ Oskaloosa, Perry, Shenandoah. Kansas: Dodge, Manhattan. Kentucky: Burlington. Marne: Caribou, Rockland, Westbrook. MASSACHUSETTS: Agawam, Bridgewater, Canton, Concord, Dartmouth, Easton, Grafton, Ipswich, Ludlow, Marblehead, Milton, Montague, North Andover, North Attleboro, Texas: Corsicana, Denison, Marshall, Palestine, Ranger, Texarkana. VERMONT: Burlington, Rutland. VIRGINIA: Danville. WASHINGTON: Bellingham, Everett, Hoquiam, Rockland, South Hadley, Spencer, Stoneham, Uxbridge, Walpole, Ware, Wellesley, Whitman. MICHIGAN: Albion, Alman, Cadillac, Charlotte, Coldwater, Dowagiac, Grand Haven, Hastings, Hillsdale, Manistee, Midland, Mt. Clemens, Negaunee, River Rouge, St. Joseph, Ypsilanti. MINNESOTA: Cloquet, Moorhead, New Ulm South St. ” Paul, Stillwater, Willmar. MIssIssIPPI: zoo City. Missouri: Clinton, Frm poe ir Bluff, St. Charles, University City. MonTANA: an, Havre, Kalispell, Lewistown, Livingston. NEBRASKA: Beatrice, Columbus, Kearney, Norfolk, York. 5106) Walla Walla, Yakima. West VIircInia: Fairmont, Morgantown, Parkersburg. WISsconsIN: Appleton, Beloit, Eau Claire, Stevens Point, Wausau, West Allis. Wyominc: Casper, Cheyenne. New Hampsuiri Derry. New Jersey: Boonton, Cliffside, East Rutherford, Fort Lee, Nutley, * Princeton, Red Bank, Ridgefield Park, Rutherford, Salem, Secaucus, Somerville, South River, West Field. New Mexico: Raton. New York: Canandaigua, Endicott, Johnson City, Massena, Mechanicsville, North Tarrytown, Rockville Cente: Salamanca, Saranac Lake, Solvay, Wellsville. Norta CAROLina Greenville, Kinston, Monroe, Reidsville, Thomasville. Norta Dakota: Bismarck, Devils Lake. Outo: Athens, Bellefontaine, Bowling Green. Circleville, Galion, Gallipolis, Greenville, Nelsonville, Mount Vernon, Shelby, Sidney, Wellsville —_ Gu Lit Spi Suf lh We DeLa Do Mil Fiori Oca GEOR Car Ced \\ ilmington, Xenia. OKLAHOMA: \da, Blackwell, ami, Pawhuska, Ponca City. OREGON: Me dford, Oregon City, Pendleton, lhe Dalles. ENNSYLVANIA: Bellvue, Bloomsburg, Clearfield, ( oaldale, Carey, Crafton, Darby, ALABAMA: Andalusia, Artalia, Brighton, Eufaula, Tuscumbia. ARIZONA! Glendale, Je rome, Mesa. ARKANSAS: Conway, Mena, Stuttgart. CALIFORNIA: E. San Diego, Fullerton, Oroville, Piedmont, Red Bluff, Santa Maria, Watts City, Woodland. COLORADO: Canon City, Florence, Ft. Morgan, Lamar, Montrose, Rocky Ford. CONNECTICUT: Berlin, Bethel, Darien, E. Windsor, Guilford, Litchfield, Sprague, Suffield, [homaston, Wethersfield. DELAWARE: Dover, Milford. FLoRIDA: Ocala. GEORGIA: Carrollton, Cedartown, Dormont, Ellwood, Hanover, Jersey Shore, Johnsburg, ane, Kittanning, Latrobe, Lewistown, Midland, Minersville, Munhall, Palmerton, Pitcairn, © Ridgway, Rochester, Tarentum, Taylor, Titusville, Tyrone, Waynesboro, Wilmerding. 325 Cities with Population of 2500 to 5000 Columbus, Statesboro, Waynesboro. IDAHO: Blackfoot, Montpelier, Noscow, Preston. ILLINOIS: Anna, Bushnell, Galva, Geneseo, Georgetown, Glen Ellyn, Madison, Mendota, Naperville, Paxton, Princeton, Robinson, Rochelle, Rock Falls, Sesser, Westville. INDIANA: Alexandria, Aurora, Boonville, Columbia City, Dunkirk, Franklin, Greenfield, Lawrenceburg, Martinsville, Mitchell, Noblesville, N. Vernon, Union City, W. Layfayette, Winchester. Iowa: Anamosa, Cresco, Le Mars, Maquoketa, Osage. KANSAS: Abilene, Ruove Istanp: Johnston, Westerly. Soutu CAROLINA: Gaffney. Soutu Dakota: Mitchell. TEXAS: Bonham, Bryan, Burkburnett, Cisco, Eastland, Gainesville, Mineral Wells Navasota, Sulphur Springs, Vernon. VERMONT: Bennington, Springfield, Augusta, Fredonia, Girard, Hays, Hiawatha, Horton, McPherson, Paola. KENTUCKY: Cynthiana, Fulton, Harlan, Ludlow, Morganheld, Russellville, Shelbyville, Somerset. LovulIsIANA: Jeanerette, Mansheld. MAINE: Bridgton, Camden, Lubec, Paris. MASSACHUSETTS: Auburn, Ayer, Dalton, Holden, Hampden, Hopedale, Lee, Medfield, Rockport, Rutland, Somerset, Sutton, Wareham, Williamstown. MICHIGAN: Allegan, Big Rapids, Birmingham, Boyne City, Crystal Falls, Durand, Ferndale, Grand Ledge, [107] Washington, Woodstock. VIRGINIA: Bristol, Clifton Forge, Harrisonburg. WASHINGTON: Anacortes, Wenatchee. West VIRGINIA: Grafton. WISCONSIN: Antigo, Chippewa Falls, Kaukauna, Marshheld, Menomonie, Neenah, South Milwaukee, Two Rivers, Wisconsin Rapids. Iron River, Kingston, Lapeer, St. Johns. MINNESOTA: Alexandria, Aurora, Columbia Hts Crosby, Detroit, Ely, Fairmont, Gilbert, Grand Rapids, Hutchinson, Lake City, Luverne, Melrose, St. James, Sauk Center, Thief River Falls, Two Harbors, Waseca. MissIssiPPi: Canton, Grenada. Missouri: Bonne Terre, Kirkwood, Lexington, Monett, Richmond, W. Plains MonrtTANa: Red Ledge, Whitefish. NEBRASKA: Broken Bow, Chadron, Gering, Superior, University Place. Nevapa: Sparks. New HampsuHire: Littleton, Milford, Northumberland. | | Oe gO a a IN, AON A 8 New Jersey: Bergenfield, Bordentown, Fairview, Flemington, Freehold, Glen Ridge, Hightstown, Merchantville, Metuchen, Ocean City, Prospect Park. Westwood, Wildwood. New Mexico: E. Las Vegas. Baldwinsville, Bronxville, Canastota, Canton, Dobbs Ferry, Frankfort, Gowanda, Hamburg, Kenmore, Le Roy, Lyons, ount Kisco, Oswego, Patchogue, Penn Yan, Sag Harbor, Scotia, Spring Valley, Suffern, Waterford, Walton, + Westfield, Whitesboro. Nortu CaRoLina: Hendersonville, Lincolnton, Morehead City. Nortua Dakora: Wahpeton, Williston. Onto: Barnesville, Bedford, Berea, Bryan, Celina, Crestline, Creoksville, Fairport, Greenfield, Medina, Maumee, Montpelier, Orrville, Salineville, Shadyside, Willard. OKLAHOMA: Claremore, Cleveland, Commerce, Elk City, Frederick, Mangum, Perry, Poteau, Purcell, Sand Springs, Stillwater, Wynona. OREGON: Albany, Hood River, Marshfield, McMinnville, Roseburg. PENNSYLVANIA: Ambler, Athens, Barrington, Beaver, Bellefonte, Bellwood, Birdsboro, Boyertown, Brackenridge, Catasauqua, Coudersport, Copley, Downington, Doylestown, E. Stroudsburg, Elizabeth, Elizabethtown, Ellsworth, Freedom, Galeton, Grove City, Hamburg, Hellertown, Honesdale, Ingram, a echanicsburg, Monaca, Mount Union, Nazareth, Northumberland, Oakmont, Parnassus, Portage, Reynoldsviile, Shippensburg, S. W. Greensburg. Ruope Istanp: Tiverton. Soutu CAROLINA: Alberville, Beaufort, Summerville. TExas: Honey Grove, Mercedes, Mission, Quanah, Pittsburg, Teague. VERMONT: Middleburg, Richford. WASHINGTON: Chehalis, Ellensburg, Pasco, Port Townsend Renton, Roslyn, Sedro-Wooley, Toppenish. West VIRGINIA: Richwood, St. Albans, Salem, Sistersville, South Charlesto: Welch, Wellsburg. WISCONSIN: Berlin, Burlington, Clintonville, Edgerton, Hurley, New London, Oconomowoc, Plymouth, Reedsburg, Richland Center, Ripon, Sturgeon Bay, Tomahawk, Waupaca, Waupun. Wyominc: Evanston. we find 400,000 in other forms of “professional 1,000,000 in agricultural and animal husbandry, 1,400,000 in clerical occupations and 2,000,000 in manufacturing and mechanical industries. Opportunities aplenty at good compensation ar« available for capable women today which involve a much less rigorous training than the better paid teachers of today must undergo. Since over eighty-six per cent of all teachers are women, and the percentage is increasing, it is apparent the teaching profession now suffers keen competi tion from other fields. No longer can the Nation trade upon the fact that the teaching profession is the only remunerative opportunity open to women.—Beller Salaries—Better Citizens, The Journs: of the National Education Association, May, 1923, p. 207. if bipen TIME was when few fields were open to women for remunerative service. Teaching was the one great, and about the only, opportunity for women to earn an independent livelihood. The condition is different now. Less than eight per cent of the 8,549,000 women listed by the last Census as gainfully employed were teachers. Against the 658,000 in teaching ”? 900,000 in trade and transportation, es oa « os Forms Used in Collecting Data On the subsequent pages are reproduced the three forms used in collecting the data on which this report is based. The city school inquiry consisted of four pages as given on pages 109 to 112. The other two inquiries of one page each are on pages 113 and 114. NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET WASHINGTON, D. C. Inquiry of Salary Committee, E. S. Evenden, Chairman To Superintendents of Schools: It is the belief of many school administrators that the next two years are to be critical in determining salary policies for the country. In order that these policies may be intelligently determined it is necessary to know what the salary situation actually is at the present time. It is also desirable to know what efforts are being made (a) to make all teaching salaries adequate, (b) to secure better trained teachers, (c) to encourage teachers in self improvement, and (d) to reward exceptional service. The National Education Association has consistently stood and worked for adequate compensation of teachers and other school officials. Under its auspices the following studies of teachers salaries have been made: - Report of Committee on Salaries, Tenure, and Pensions, 1905. . Tangible Rewards of Teaching 1914—Boykin and King. . Teachers Salaries and Cost of Living in 1918. . Teachers Salaries and Salary Schedules in 1918-19—E. S. Evenden. . Salary Schedules 1920-21, Cities Over 100,000 Population—F. W. Ballou. . Research Division, Bulletin One, 1922. The information requested herein will be the basis of a report covering the salary situation in 1922-1923. If current salary information is to be made available to school administrators in time to be of service in making and passing the salary budget for next year, this inquiry must be answered and returned to the National Education Association, Research Division, 1201 Sixteenth Street N. W., Washington, D. C. by March 24, 1923. A preliminary report giving the most essential facts will be sent promptly to all superintendents who reply to this inquiry in time to have their answers used. The complete report will be issued as a bulletin of the National Education Association at a later date. May we have your prompt attention to this matter? National Education Association Salary Committee , E. S. Evenden, Chairman Return one copy of this inguiry to Research Division, National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C., by March 24th, 1923. The extra copy of the inquiry may be reiained for your files [109] Part I.—SALARIES PAID, 1922-23 LIE a ee ee ep EE ST eae ae a ES RD ae ee ee a ae ean Name of Superintendent________..__............-__--. NOTE 1. In answering this inquiry give figures ONLY for individuals employed for FULL TIME. NOTE 2. Sy have a or mimeographed SALARY SCHEDULE and pamphlets dealing with any of the subjects covered in ¢h inquiry please INCLUDE CO) WITH Y. | Special | school pee aah REGULAR CLASSROOM TEACHERS | class | © Building principals iteachers(b) — Kinder- Junior | | Jeair |, . —— ten () Elementary high school High school Elementary high school ~ sch Grades 1, 2, 3, Grades 10 ,11 aa All salaries 45,6 Grades 7 and 8, ,G"ades 10:11, Number of elementary school should be where or 7,8and9 } terms Regular — ta main- | Dish school is umber principals whose salaries fall in | — Kindergarten | gchoole arenot| Tained as a ~ teachers of ine Ce ne Junior high | Number of hig . Blumer ot grades 7 and 8 organization. erades 9, 10 | "RoGacypical | Schoo! nurses dipals whose | cipals wi Salaries fall in| umber of |teachers whose!,, Number of | Shases Yairts | fallin each of | “Principals | Principals | “estie/ the | “each ot 1 each of the teachers whose) salaries fall in |'etchers whose) “cach of the | _ ‘he salary | doing some | giving full time | salary groups | salary grou salary groups |"Sciaries fall in| each of the | aries fall in| 21.7) groupe | Stours below | regular = =| to a 7 below below below ‘each of the salary groups each of the below classroom tion and | salary groups below caiesy greugs teaching supervision 1 3 4 5 o 7 8 9 10 er . 1 ) —_— CS = aS Ses See. Cae a ae ee Oe eee "See ae : IES: SESS A SES Sore ress F Saerrareneeertnon deer tathabiey~ioendlanhtenrnsnrce a St ES GEERT Seen [a Se a ee ee nnn D { I G00~ O00..)........-..---|---0-----2-2--|ona0-2+-2202-- |-------+-200e)asweneeeenenes|ennenererenenslnnnesnnanennns|aeeenesneenses a 7 \ | i CRE Sea RES: SERBIAN EIN * a | i | 1000-1009..|.........--.--|---+--------+-|+-----+----=-- |ennene-ennnna[ensenenenneess[ascenenesennna|ennennnaenenea|ennneeneeeee ss | a : PRI RT i ee ee “ae of 0 ER ERAS peace mY oe. | ‘3 C5. hn sncseccasedlipicntedaatiscss |-n--seseesoeealewnnees snesene|ssnenecenanntalensnnennenennelaceerenenseess EE } (Se Sees yeaa |envsesneteenne|eenecnneerere|sseneenesntens|ennnsesenenee|« meena ES LE EES RE PRET, SSE 8 ee a Ee ans. pl tensnancilineninncapseesed | eR ME RE RE CURR ST co RR Re ne ee eS AS ene [srosesteseteeefesseseseeseena nee seeee CR a St RE a eras Seen Pee eee, om ahitintoen : ; Si Bac cpsccnninnccfecdenccacccccafeccoccceconnse Ee ee en ee Es SS Se Se Se ee a Ser MN Sac eS ~ = 8B . ‘i | SESS: CSSA SNE ann ee | inp edbensinsasdisme dGltaaseouiteianidipiens ari +} aa IEE iss tile icnsis Iittitnindh iasslfie E OE CA et ~ TCR EE ETE Se A I ee ee ee ee | SS EE A Nat ———e— Nati i es a New Nor’ REsE ees = Se RocE $2,700-$2,799 SES Se i ae ll $2,800-$2,899 Aime ny NRT STRAN ; . <2 Sl Pe : ees $3,000 and over ie rl eee iiiaiansnttt ornem ee ee es ore saseeasecececo ere t No. schools in each class.) | oe U. $. ; . Minimum salary schedule for your territory, $...... Maximum, $............ Requirement in order to reach maximum ( a U.S. 1 Not consolidated ? Include both junior and senior high schools. WapeE 114 f [ | B t or Selected Bibliography on Salaries feachers and School Executives may obtain current salary information by addressing the Secretary of the National Education a. See page 21 of this Bulletin under S pecial Salary Service. ALEXANDER AND THEISEN. Campaigns for Teachers’ Salaries. Educ: ational Review, October, 1920, pages 190-204 Boarp oF Epucation, HicHianp Park, Micuican. The Merit Plan for Payment and Pron s of Teach February, 1923, 6 pages. , . Briefly describes the main features of the single salary schedule which is the basis of the pay and promotion of Highland Park teachers. oe ee BoNNER, H.R. Salary Outlooh for Hi; gh School Teachers. The School Review, Vol. XXX, No June, 1923. \ good statemer*t of the salary outlook for high-school teachers resulting from a nation-wide study of the salaries paid high-school teachers in 1920-21. Boykin, James C. AND Kino, Roperta. The Tangible Rewards of Teaching. U.S. Bureau of Education. Bulletin 1914, No. 16. Burcess, W. Ranpoipn. Trends of School Costs. Russell Sage Foundation, 130 E. 22nd St., New York, N. Y.. 142 pages. \ comprehensive study of the general trends of school costs since 1840. Changes in teachers’ salaries are com- pared with changes in the cost of living and with salaries of other classes of workers from 1841 to 1920 3uTLER, L. A. AnD Woopy, Cuirrorp. Report of Committee on Salaries of the Michigan State Teachers’ Associa- tion. Michigan State Teachers’ Association Quarterly Review, November, 1922, pages 1 to 40. A good example of an unusually complete survey of the salary situation in a single State—Michigan. Curcaco Principats’ CLus Reporter. January, 1923, pages 12-16. A Proposed Plan for the Adjustment of Salaries of Principals According to Size of . hool. pages 414-423 Du.utH Pusiic ScHoois SALARY ScHEDU LES. An Explanation of the Qualifications, Conditions of Employment and Promotion of Teach Principals, and 4 pervisors. 17 pages. [his mimeographed pa .t describes in detail the purposes and provisions of the single salary schedule adopted by the Board of Education in “i 1923, for the city of Duluth. Evenpen, E. S. Essential Features of a State | Salary Lew. Educational Review, October, 1920, pages 205-215 Evenpen, E.S. Teachers’ Salary Schedules and Falling Prices. Journal of New York State Teachers’ Association, January, 1922. EvenpEN, E. S. Fundamental Principles of Grading Teachers’ Salaries. National Edcuation Association Pro- ceedings, Des Moines, 1921. Hart, InvinG H. The Teachers’ Wage. Journal of the National Education Association, Vol. XI, No. 3, page 97, March, 1922. A local study in which the salary increases received in one state (Nebraska) are compared with the rise in the cost of living. KimBaALL, FLorence. Teacher Rating in the United States. Minneapolis Grade Teachers’ Association, Minneapolis, Minnesota, 1923. Mappock, WiLitiaM. Teacher Rating. National League of Teachers’ Associations, Year Book 1 NaTIONAL Epucation Association. Report of the Committee on Salaries, Tenure, and Pensions of Public Sch Teachers in the United States. July, 1905. NaTIONAL EpucaTtion Association. Teachers’ Salaries and Cost of Living. Washington, D. C., July, 1918 NATIONAL EpucaTION Association. Teachers’ Salaries and Salary Sc -hedules in the United States, ‘1918 19. Com- mission Series No. 6, 1919, 170 pages. Material in this study carried on under the direction of E. S. E venden, will be valuable to the members of salary committees. It is now out of print, but may be obtained from libraries. NaTIONAL Epucation Association. Salary Schedules, 1920-21; cities of the United States of 100,000 population or over. Bulletin No. 19. 32 pages. A survey of the minima, maxima, and annual increments of the salary schedules of forty-eight of the sixty- eight cities of this class, prepared under the direction of Superintendent Frank W. Ballou. NationaL Epucation Association. Bulletin One of the Research Division, Facts on the Cost of Public Educa- tion and What They Mean, June, 1922, 66 pages. Gives minima and maxima of salary schedules in effect in cities in 1921-22. Newton, Jesse H. The Denver Single Salary Schedule a Success in Operation. American Educational Digest, January, 1923, pages 223-224. Norton, Joun K. Have Teachers’ Salaries Been Increased? Journal of the National Education Association, April, 1922, page 72. Researcu Drviston, National Education Association, Better Salaries—Better Citizens. Journal of the National Education Association, May, 1923, pages 206-207. : arpson, Dio. Single Salary Schedules. Journal of the National Education Association, Vol. 11, No. 6, June, 1922. A brief statement of the operation of single salary schedules as revealed by answers to questionnaires sent to a number of cities with single salary schedules. Rocers, Don C. Trends of Teachers’ Salaries. University of Iowa Extension Bulletin, No. 88, April 1, 1923. _ 922-23, p 36 29 pages. An example of a carefully prepared survey of the salary trends in a State—lowa. Srraver, Georce Drayton. Know and Help Your Schools. American City Bureau, New York, N. Y., 1920 and 1921. This study appears in three parts. No. | issued in 1920 gives data concerning salaries and experience o Pag sen resulting from a nation-wide survey of urban public schools. U. S. Burgau or Epucartion, Washington, D.C. City School Leaflet No. 1, April, 1922. Salaries of Teachers and of Principals in Certain Cities. Gives for the year 1921-22 the minima and maxima salaries paid elementary and junior high school teacher: and principals in a number of cities of all sizes. U. S. Bureau or Epucation, Washington, D.C. Salaries of Administrative Officers and Their Assistants in School Systems of Cities of 25,000 inhabitants or More. Bulletin, 1921, No. 30. 38 pages. Wane, May. Teacher-Rating and the Single Salary Schedule. National League of Teachers’ Associations, Bulletin of the President, April, 1923, pages 17-24. a . Zz : Describes features of a single salary schedule worked out by a committee of the Teachers’ Association of Berkeley, California, which received the approval of the teach’ «g stail tT5 ANIL = me = on aaa ; ——__—— | Us eS Se NS Se eee SuSE ae ae oe ee eS Boe es ee Se Ne ee a 7 Nee ~~ = et —— ~~ my > 5 EEL, =r -9 aS Dee Ema, |