"3 Sia < VOL. I, NO. 3 6 " os 10s” Research Bulletin Ss OF THE a 5 SEES : > = yy Teachers’ Salaries and Salary Trends in 1923 va n,n ae ee Teacher Salaries and Salary Trends............ = TABS f Salary Schedules in the United States....:...... 4) MM Special Provisions Affecting Teachers’ Salaries ofl q Suggestive Salary Schedules in Operation........ iy Principles and Standards for Salary Schedules.......... oy G IT: inthe sng sh Cae ene —op~~ ltianng- SUS CFF Vo XO PRE a?) DP) 2522S ——— —— Se A D Porwe =— ——_———___-—- - YOUN YS >. x Ee = . — —_ — tnd Ce 6 xs tnd Cue cand oe ) y. Do A ae = Pit) 2 > a i) PUBLISHED BY THE RESEARCH DIVISION 5 OF THE NATIONAL EDUCATION ASSOCIATION 4 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. 9) I Entered as second-class matter February 10, 1923 at the Post Office at Washington, D. C., ys under Act of August 24, 1912. Acceptance for mailing at special rate of postage Bt provided for in Section 1103 Act of October 3, 1917, authorized February 10, 1923. 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 National Education Association for one year. One dollar of each $5.00 membership fee is for a ear’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. under Act Entered as second-class matter February 10, 1923, at the Post Office at Washington, D. C 3, Act of Octob August 24,1912. Acceptance for mailing at special rate of postage provided for in Section 1103, 3, 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 6ginclusive; No. 2, March, 1923, pages 65 to 136 inclu- sive; No. 3, May, 1923, pages 137 to 252 inclusive; but actually numbered from 1 to116. 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. SS rs — = ra te Nv b- Teachers’ Salaries and Salary Trends in 1923 Wit Hit! HW AH HI Hi MN Ht i HH 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 Appendix Bibliography Table of Contents eA Report of the Salary Committee of the NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street Northwest, Washington, D. C. July, 1923 = i iim 2 = = = = = = 4 = = = = = — =| = 4 = = = : i iii 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 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 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. 2: Caus to T obie of tl the > to t] final next gove cons upol The cons imp pare forn Rep T und of tl man wou Dire colle gic Com vers His. a te beca is de of s: Serv FOREWORD T= 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 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 if important feature of this Report is the promptness with which it was pre- fr 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. CraBTrREE, Secretary, National Education Association. 134 TABLE OF CONTENTS Introduction. . ChapterI. Teachers’ Salaries and Salary Trends, 1922-23... The Purpose and Value of the Salary In uiry. Teachers’ Salaries Are One of the School’s Important Problems... How the Information Was Obtained_____ Bast Median Salaries in Cities in the United States, 1922-23 Median Salaries in Rural Districts... The Median Salaries Paid Administrative Officers in Cities i 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...» Distribution of Salaries of Junior High School Teachers Distribution of Salaries of Senior High School Teachers Distribution of Salaries of Special Class Teachers... Distribution of Salaries of School Nurses... _ Distribution of Salaries of Non-Supervising Elementary Principals Distribution of Salaries of Supervising Elementary Principals. Distribution of Salaries of Junior High 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... ‘ Present Tendencies in Solving Salary Problems Tendencies in Rural School Districts... Chapter II. ee | Schedules in the Cities of the United Sestes, 1922-23... mney fot 35 —_ alary Schedule Provisions for Minimum Salaries. ‘ nb SS an Salary Schedule Provisions for Maximum Salaries. Salary Schedule Provisions for Size of Annual Increases... ie 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... Provisions Concerning Experience of Teachers. ae pi Provisions Concerning Traini ~ cera ; Training Required in Rural Sc % Experience of Rural School Febes Relation of Quality of Teaching to Salaries in Cities. Provisions for Salary Allowance for Summer School Attendance... Other Methods of Encouraging Professional Advancement... Other Regulations Related to Salaries... eal Chapter IV. Some Suggestive Salary Schedules in Operation, 1 1923. Types of Salary Schedules in Operation Single Salary Schedules Res. ol Schedules in Larger Cities. 2... 2. Bi OF Sa ” Cleveland, Ohio.... poewrercree: «ER se 59 — Schedules in Average Sized Cities... ~ C Duluth, Minnesota. ~s St. oseph, Missouri... S5.5' ae ; as Highland Park, Michigan... =. Compari Fort Smith, Arkansas. Bh - aaa 5s Mena, Arkansas. 7 Schedules in Smaller Cities. Lawrence, Kansas... np cene ero: eal. ad Marshfield, Wisconsin. =. Winnetka, ee ees 3 18 RR Selita ana - is cate atte oe al , Teac Pring Maximut In C In C In C In C In C Some Principles and Standards Involved in the Making and Administration of Teachers’ state Salary Medians General Explanations of Tables Cities Replying to Salary Inquiries Forms Used in Collecting Data Selected Bibliography on Salaries 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 Schedul LIST OF TABLES 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) Non-Supervising Elementary Principals (Table 1( 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) 2 Increases in Salaries of Administrative and Supervisory Officers Since 1913-14 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) In Cities 2,500 to 5,000 in Population (Table 30)... »9_92 Comparison of the Median Minimum Salaries Paid Teachers in 1918-19 and 1922-23 (Table: 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)... Training Required for Election to City Schools (Table 45)... Rating of Quality of Teaching Service (Table 46). - Attendance at Summer School (Table 47)... Allowance for Summer School Attendance (Table 48)... Salary Allowance for Completion of Professional Courses During School Year (Table 49)... Leave of Absence for Professional Study (Table 50). Sick Leave With Salary (Table 51)... ec eccneneecceeenneeeeneeeeereeeeeeeeeeeeee Special Tenure Regulations in Cities (Table 52)... RES a ee : Teacher Retirement Systems in Cities (Table 53) Suggested Salary Schedules (Table 54)... Application of Suggested Salary Schedule (Table 55)_. Method of Introducing New Schedule (Table 56)... Median Salaries Paid: Kindergarten and Elementary Teachers (Table 57)... _ Junior High School and Senior High School Teachers (Table 58)... Special Class Teachers and School Nurses (Table 59)__. Elementary Principals (Table 60) Junior High and Senior High School Principals (Table 61)... 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 In Cities Over 100,000 in Population (Table 67) nek ee In Cities 30,000 to 100,000 in Pouplation (Table 68) In Cities 10,000 to 30,000 in Population (Table 69) In Cities 5,000 to 10,000 in Population (Table 70) In Cities 2,500 to 5,000 in Population (Table 71)... Distribution of Salaries Paid Directors or Supervisors: In Cities 100,000 in Population and Over (Table 72)... In Cities 30,000 to 100,C00 in Population (Table 73)... Se In Cities 10,000 to 20,000 in Population (Table SER ST me... In Cities 5,000 to 10,000 in Population (Table 75) In Cities 2,500 to 5,000 in Population (Table 76) Replies Received from Rural School Inquiry (Table 77) Training, Experience and Maturity of Teachers in Rural Schools (Table 78)...» => Shortage of Teachers and Salary Trends in Rural Schools (Table 79)...» a “rr General od en of Tables... Cities Replying to Salary Inquiry... Forms Used in Collecting Data. Selected Bibliography on Salaries... ... other The these the ce such ¢ ous ar decisit constr respor the te attitu Th work mpor teache becom the e> and u their | ers m think habitr which Th Unite rests teache inexp traini great INTRODUCTION T he education in a democratic place of » of government.—The work of its schools j Tor Nation’s first concern. ‘This is particu- Sa larly true when that Nation is a democracy. [he control of the Government by an en- lightened majority think evaluate for themselves is possible only if the who read, and 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 result 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. such questions will become both more numer- ous and more complex in the future. 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 There is every assurance that If wise 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 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- classroom 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- tor Some of the more fortunate and progressive all of their teachers meeting this minimum standard. sirable minimum elementary teachers. States and cities have approximately This means that less fortunate communities must content themselves with even fewer than two-fifths of minimum degree. their teachers trained to this 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 They have made but little in- years of age. 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 them- selves for this work. prepared Need for higher standards in teaching.—Be- fore teaching can properly be called a profes- sion, standards for teachers must be raised in While it sible for a girl at the completion of an ele- many of our States. remains pos- mentary school course to pass a perfunctory set of examinations and secure a teacher’s cer- tificate, that State thought of as a profession. The requirements teaching in cannot be 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 the trained group establishing the standards. result in un- Re- be Unless pro- the necessary additional supply of teachers capable of meeting the new standards, the legislation will have little effect. have passed measures raising standards for quirements for teacher certification may raised by legislative enactments. vision is made, however, for securing A number of States 7] 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.2. 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. Ry 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 : come more adequate in the near future decreases in the cost of living. During 1922 and 1923 normal sch gained their pre-war enrollments and were recruited at about the Another element, however, entered du: war which makes the situation less fa pre-wal! from the standpoint of the schools. During that period many of the previously existing cupational and professional barriers to \\ were removed. Teaching now finds competing for recruits with other lines work equally or more remunerative, upon with social approval and requirin rigorous training.* This has tended to the number and the capability of th group recruited for teaching. The present critical situation in th. ment of teachers—Before the World \\ United States had little realization of burden. The heavy increase in direct tax sulting from the war made many citizens conscious of the increase and abnormally sens tive in all matters affecting taxation. consequence of this the United States is in the midst of a period of financial retrench ment in which the slogan “cut taxes” precedence over all others. in the United States is almost wholl; ported by local, direct taxation. It is should be the largest and most expensive sing Because of this it b unit of government. comes the first target for those legislative administrative officers who pledged themselve “reduce taxes at an) School buildings now cost more mone\ ‘ at the time of election to cost.” both because more permanent types of struction and better provisions are being » fcr sanitation, health, and instructional play facilities, but primarily due to the « that have rapidly increased all building « Instructional supplies, fuel, janitbrial ser and similar provisions are costing more n 1“Tangible Rewards of Teaching,” by Boykin and King. U.S. 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] VIC sts Public education j ae nd ISCS e moneys they SI spendir that re The terest Educat zation teacher ot a ti the cou largest end tk teacher ing. | schedul service Nation rendere increas will th Educat for the same reason that these elements cost more in the maintenance of business or in the p of the home, ichers’ salaries cost more because of the onal number of teachers needed to care 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 “salaries paid teachers” is the largest and most conspicuous item in the cost of operating public schools, teachers’ sala- 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 e resulted not in reducing the costs of the -hools, but in lowering the standards of serv- In that sense the schools are costing the nmunity 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 less 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- ing. 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. 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’ salaries. 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 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. 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. 8, Evenden Salary Schedules 1920-21, Cities Over 100,000 Population Research Division, Bulletin One, June, 1922. F. W. Ballou. [9] enerne 97 aEereta tal. RPE Mh. AHR E cae The Committee wishes to express its in- cation, who made available the questio: debtedness to Dr. John J. Tigert, United from which were tabulated the valuabl. States Commissioner of Education and Mrs. waa ; 7 Katherine M. Cook. head of the Rural School _ 4! given herein relative to salaries paid ° ’ Division of the United States Bureau of Edu- rural districts of the country. His t heoin out ni for th Salary Committee of the National Education Association ** ror ni Miss Myra L. Snow, Dr. CHARLES E. Rucu, that Teacher, Public Schools, Professor of Education, bi H . : . ' @c2 rapi Seattle, Washington. University of California, Ter Berkeley, California. $2.00 He al Miss Fiorence M.-HALE, Mr. E. C. FisHER, at . é = maki Supervisor of Rural Schools, Superintendent of Schools, ail State House, Rock Island, Illinois. rect Augusta, Maine, twent show % ren takes, Miss ANNiE L. GriFFey, Dr, E. S. EvENDEN, Chairman cent Supervisor of Graded Schools, Professor of Education, for Gf City Public Schools, Teachers’ College, old fa Little Rock, Arkansas. Columbia University, now Pp New York City. ES . treque lhe been t of thi definit $100 1 this be becau: of the the pl cost. of chi the la second dimly of mo greate enrich instruc for life the de 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. 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 He does not consider that the number of children served has increased rapidly in He does not stop to cost. 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 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 helds. 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 ! See the Research Bulletin of the National Education Association, March, 1923, page 73. [11] onan as at ME 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 r 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 bechanged. 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 support of education. For some po: tricts to be at the median point repres real educational accomplishment, whi other cities with much greater fi resources to be at the median point be a sure sign of educational inertia. \' a city finds its expenditures for tea salaries distinctly below the median fo: parable cities it may well ask itself w! it can afford to remain in that re! position—a position which becomes lower as every other city raises its standards. When a city finds its salaries distinctly abov: median for cities of its size it may w itself, first, whether it is getting the su; service for which it is paying, and se whether it will be content to lose its re tion for having well-supported schools failing to maintain its relative position cven if maintaining it necessitates increased port of education. The schools belong to the people and ser\ their children. There is no justification fo: presenting a partial picture of the scho situation to these people or for misrepresent- ing educational facts in any way. Car should always be taken to claim no more fo: facts used from a study of this nature than the facts themselves will justify. Peopk have a right to know the situation of thei They are then schools as it actually exists. iN a position to assume the responsil ility rightfully theirs of leaving it as it is o1 changing it. One of the greatest mistakes which sc! men have made in the past is that they ha\ not kept the school patrons and the taxpave of their school districts promptly, accurat and constantly informed about the schoo. It has too frequently been necessary to |. an educational budget threatened or a bond issue for needed buildings conducted to n school men feel the necessity‘ for lettin parents know the splendid work the sch! aredoing. This “threatening calamity” “hard luck story” kind of school publi is coming to be looked upon with suspicio! and disfavor. Constructive, frank and pc! sistent school publicity campaigns must [12] Natio! to sect school such d cance import ated fe such ft tion a b) th morale the te: | he re more f reason commi Educa has be at an € Hov The obtain Tea Education TA Kinderg Elemen Kinderg Junior | Senior Special my hool 1 Elemen Element J inior i enior h 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 in the principal tabulations 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 all 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. used those relative : 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 10,000 to 70,000 in | 10,000 in 5,000 in cities | population | population population 2 ; ne | ae 5 0 . $1791 $1462 $1318 $1264 $1193 1876 1467 1277 1200 1105 1871 1466 1289 1204 1108 2136 1665 1439 1370 1271 2487 1917 1567 1469 2071 1653 1463 1463 1423 | 1395 1425 1388 2160 1867 1460 1342 3126 | 2344 1880 : 3485 3041 1890 4400 2498 Cities 2,500 to All Cities over 30,000 to 100,000 in 100,000 in population | population Cities Teachers | Kindergarten !...... Elementary ! ‘ Kindergarten and Elementary Junior high-school......... . Senior high-school Special c School nurses... . . RS hs den Elementary non-supervising principals ¥. | Elementary supervising principals... .“ Junior high school principals. . whe Senior high-school principals. . . . 2008 2317 3057 For the detailed distributions of salaries paid on which the medians in this table are based see Tables 5 to 13. See page 104 for a general explanation of all tables. 1The detailed distributions segregating kindergarten and elementary teachers are not reproduced in this rch rt, but may be found in the March Research Bulletin of the National Education Association, page 91 and ollowing. [13] 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 of practice the conservative $200 sala crease for each year of additional t: recommended in chapter five. The median salaries of teachers of ; classes (ungraded, subnormal, cardia: other atypical groups) and school are more consistent throughout all si; cities than any other groups. The on| exception is where the special class teache are paid distinctly higher salaries cities over 100,000 in population. N, three-fourths of the special teachers re) are in this group. Non-supervising elementary principals largely teachers who in addition to reg instructing a class have some administrati: duties, and the salaries of these officers 3 but slightly above those paid class: teachers. Supervising elementary principals receive salaries distinctly above the non- supervising group. The median salarics 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 thes schools do to each other. The most consistent and outstanding gen- eral fact in Table 1 is the effect of the siz of city upon the salaries paid. As in practi- cally every salary study where cities hav: been arranged in size groups, the larger cities pay distinctly larger salaries. Those i ested in studying median salaries paid teachers and principals in cities of various sizes by states should refer to Tables 57 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 TABLE 2.—MEDIAN SALARIES PAID RURAL TEACHERS AND PRINCIPALS IN 1922-23 Three or | | Schools more . having teacher All schoolsin| rural = teachers towns 5 6 7 1003 1121 845 distribution of salaries paid in rural schools as given in Tables 14 and 15 See paz for t! ec indi ithe differen rural scl give in diffe ren¢ consolid paid in Table € great Va teac hers lack of « that ext Not o1 inequalit — Superinter Assistant Secretary Business r Superinter Secretary Chief atte: Director o Director o in th [14] the n Kindergart Primary Intermedia ligh-schoo Continuati Evening. . . A mericaniz Vocational Manual Tr Home Eco Health.... Physical Ex St, cans, Penmanshi, Attendance Officers I based 1 2 of the -___. for the country asa whole. The outstanding 1921-22 and 1922-23 as this report clearly indications in the table are: (1) the great shows there was a general increase in the me- differences between the median salaries in dian salaries paid in city schools. Table 65 rural schools and in city schools as they were shows that the tendency was in the opposite given In Table 1, and (2) the encouraging direction in rural schools. The median sala- diference in salaries paid rural teachers in _ ries paid in one-teacher, two-teacher and three- consolidated schools compared to the salaries teacher schools are slightly lower in 1922-23 paid in the one and two teacher schools. than in 1921-22. In short. where there is Table 65 in the Appendix showing the the greatest need for increased salaries to at- great variations in median salaries paidrural tract capable teachers, that is, in the rural dis- teachers by states is indicative of the tricts, salaries have actually decreased. The lack of equality of educational opportunity only exceptions to this dark picture are the that exists in the Nation today. teachers in villages and in consolidated schools Not only is there a lack of equality, but the where the medians increased between 1922 and inequalities are becoming greater. Between 1923. TABLE 3.—MEDIAN SALARIES PAID ADMINISTRATIVE OFFICERS, 1922-23 Cities 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 P 3 4 Superintendent $8000 $5861 $4110 $355 $3082 4900 $226 3333 3025 Secretary of board : 4156 2457 811 Business manager. 4300 3050 2520 Superintendent of buildings and grounds 3650 2543 1930 Secretary to superintendent. . 2162 1500 | 1225 Chief attendance officer. . . 2560 1900 1434 Director of research. . ; 4133 2575 2600 Director of tests and measurements 2550 2150 1850 Assistant Superintendent 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. he 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 Pe: a ae I 2 3 4 5 f Kindergarten. . ' . ve x ; $2825 $2467 $1975 $1450 Primary. ; , 2800 2400 1620 Intermediate and beens ar pean 3:00 2484 29 9033 High-schools ! a 4000 3150 2701 2700 C ontinuation.. oil 3800 2550 f 2250 . soe 600 5 700 At nericanization . | 3000 2060 : 367 Vocational Education 3767 3040 243% 2900 Manual Training. . ; 3233 2610 2095 1978 Home Economics... 2700 2110 33: 1511 Health 3175 2300 1400 Physical Education . 3133 2479 ; 1889 at ee 2875 2055 1682 1565 : ; P 2292 766 1504 Peeaelil Bee 93% 254: 2060 1457 Attendance cs 800 2 1583 3: 384 Officers... . For the detailed tabulaticns oi salaries paid directors and supervisors on which the medians of this table : based see Tables 72 to 76 in the appendix. ! 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] 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 ances for these discrepancies the medi Table 4 indicate rather clearly at leas: tendencies: (1) special supervisors and tors are more frequently employed at th: ent time in larger than in smaller cities salaries paid in these positions, especial]; three smallest groups of cities, are too | to guarantee either well trained or distinct| capable people; (3) the larger cities are 1 nizing the value of and the need for inc: supervision and are providing for it; (4 tendency to keep capable men in educat 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 1922-23 214 cities 10,000 to 30,000 in 260 cities 324 cities Total 5000 to 2500 to 5000 for 10,000 in in 958 population population cities 6 wm BO on GO 3 51 Go 05 a = POON OA W wo ea aReeeSeSSnss x) 19 ,470 #126 , 66) $1466 $1108 e 1099 (column 2), ete. in The follows: ot lementary teachers i This table summarizes Tables 22 to detailed distributions receiving less ities over 100,000 in ulation were reported receiving for the 81,033 elementary teachers reported of the March, 1923, Research Bulletin of th ies paid high school principals segregated of ral explanation of all tables. than $1100 were all distributed in $1000 group. [16] con M dia situation. whole st that som little as § four tim known. hasis of whether pared, 1 whether other ele the two of such upon ple there 1S that ma ever be | 2900 3000 Total Median size of city. ‘There are a number of elements, however, Which are needed to solve local prob- which a median salary will not furnish. \unities are interested in knowing the lems Com1 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 little 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 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. are 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 new or revised The ranges of salaries set in the cities over 30,000 It is lit- erally a promise to mature and capable ele- mentary teachers that they may look forward for schedules. wide in population are full of promise. 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, 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 if it can be so designated, below $600. that 28 per cent of these teachers receive $2,000 or more a year. ‘To be sure these teachers are almost exclusively in the larger cities, which group is dominated by the num- bers and the salaries paid in Chicago and New TABLE 6.—DISTRIBUTION OF SALARIES PAID JUNIOR HIGH SCHOOL TEACHERS 416 Cities in 1922-23 28 cities | 55 cities | over 100,000 30,000 to | 100,000 in = population in population | Below | $1100 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000 2100 2200 2300 2400 2500 2600 2700 2800 2900 3000 5916 3267 Median. ... $2136 $1665 Total $1439 explanation of all tables. 85 cities 10,000 to 30,000 in population Read Table 6 as follows: 20 junior high school teachers in cities over 100,000 in population were reported receiving saiaries below $1100 (column 2); 22 salaries between $1100 and $1199, ete. 5916 junior high school teachers reported by cities of this size is $2136. March, 1923, Research Bulletin of the National Education Association, which gives detailed distributions of salaries paid junior high school teachers segregated by states for each of the five groups of cities. 108 cities 5000 to | 10,000 in in population | population 140 cities Total 2500 to 5000 for i 416 cities 751 712 $1370 $1271 The median salary for the This table summarizes Tables 27 to 31 of the See page 104 for a general [17] 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. TABLE 7.—DISTRIBUTION OF SALARIES PAID SENIOR HIGH SCHOOL TEACHERS Distribution of Salaries of Senior High School Teachers In the distribution of high school teache;s’ salaries, as given in Table 7, the same wide range is found, though at a higher level. |p marked contrast to the distributions given jp Tables 5 and 6 is the increase in the number of higher salaries. In the high schools repre- sented in this study three out of every five teachers receive $2,000 or more per year. Leaving out 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 annual 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 }y the public of the difference in value between 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 30,000 in 10,000 in in 881 Population population population population population cities I 2 3 4 5 6 7 EE Aso ve ceaderste tes 161 407 430 565 1563 SE Rich eee aw< dhs 5s 150 441 383 469 1443 1400 493 } 335 478 420 361 2087 1500 344 446 637 432 375 2234 1600 602 542 619 406 195 | 2364 1700 684 591 452 230 109 2066 1800 991 653 430 274 177 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 20 1345 2400 3 5 2025 2500 2600 2700 ASR Bim RRS Mma eT oe oes eS Say! 2900 EES BR se ee | a nS ae Mm Me fC Bcc eccceceen ee eee... aw cdbisbewbbeeeeecces« rr a! te OGG) Res MOE ee ee... ec ewacabewamecteccces I te ae ccc we Pabibewemeseccccecs eet ss tans: 600 : te clas rer’ 100,000 ie school teachers i salaries between $1400 and $149 auaso ste 2), ete, The median salary for the 20,239 senior high-school ihe Nate ones of this size is $2487. Tees ucation Association, which alee for nah of the five groups of cities. See page 104 for a general explanation of all tables population receiving ted i in cities over mee i in population were reported summarizes Tables 32 to 36 of the March, 1923, Research detailed distributions of salaries paid senior high school less than $2500 were all tabulated in the $1400 group. high sch 4 standa accepted For a nu rather $s high sche aration ¢ sions the mentary Anoth Table 7. school te smaller | cent of t receive le half of 1 tween 2, salary. than one cities OVE of $3,006 Distribut The d class teac Amount of salary Below $1300 1300 1400 1500 1600 1700 1800 1900 2000 2100 2200 2300 2400 2500 2599+ Total. . Median. I salari class Table group expla 1 group $2400 teachers with four or more years of training and teachers with Requiring high school teachers to be college graduates is standard of preparation almost universally ted 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- two or less. acce} mentary or junior high school. Another _ striking 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. contrast furnished in 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- This fact also accounts for the larger percentage of spe- aries paid special class teachers. cial teachers receiving salaries of $2,000 and over, as shown in Table 8. Distribution of Salaries of School Nurses The distribution of the school nurses in American cities as presented in Table 9 shows, in the first place, that the In the salaries paid to range of salaries is relatively limited. second place the salaries show less variation In the third place the number of nurses employed in the between cities of different sizes. 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 55 cities 81 cities over 100,000 | 30,000 to in | 100,000 in population | population | Total... | 794 $2071 $1653 Median. ... explanation of all tables. $: group. $2300 group. 105 cities 10,000 to 30,000 in population $1578 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, ete. i z class teachers (ungraded, sub-normal, cardiac and other atypical classes) reported by cities of this size is $2071 Tables giving detailed distribution of salaries paid special class teachers segregated by states for each of the five 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 group. *Teachers in cities 10,000 to 30,000 in population 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 87 cities 89 cities 5000 to 2500 to 5000 10,000 in | in population population $1463 $1463 The median salary for the 4220 special 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- ence and because of added administrati: sponsibilities be expected to receive salaries than they do. In no size gro cities is the median salary for this gr high as for high school teachers. Distribution of Salaries of Supervising E|e- mentary Principals In the majority of American cities t! ary schedule for supervising elementary, cipals begins slightly above where the schedule for elementary teachers end comparison of the distributions in Tab with those in Table 5 will show this : clearly. There will, of course, be some lapping in the total distributions for an group of cities, but there is practically n: lapping in the individual cities comprising th 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 definit and professionally trained for their work other specialists in the schools the salaries { this group of men and women will and s! cover a wider range, the increased rang: upward and resulting in distinctly highe: dian salaries for all groups of cities. TABLE 9.—DISTRIBUTION OF SALARIES PAID SCHOOL NURSES 404 Cities in 1922-1923 131 cities 95 cities 64 cities Total 5000 to 2500 to 5000 | for i | 10,000 to 30,000 in 10,000 in n | population population population | _¢ities 405 4 6 REESE RE oo IOS I Po S/aSSaS8Eba Ar EIS) ww mes $1425 wy - | $1427 | ‘ of all tables. cities may be obtained by addressing the National Education Association in population were reported receiving salaric~ 3. The median salary for the 599 school nurses of salaries paid school nurses segregated TABLE 1: ——— Amount TABLE {mount of salary TABLE 10.—DISTRIBUTION OF SALARIES PAID NON-SUPERVISING ELEMENTARY PRINCIPALS 710 Cities in 1922-23 ——— Amount 38 cities of over 100,000 salary | in population 71 cities 30,000 to 100,000 in population 168 cities 222 cities 211 cities Total 10,000 to 5000 to 2500 to 5000 for 30,000 in 10,000 in in 710 population population population cities « 5 154 666 2160 $1460 Read Table 10 as follows: 21 non-supervising elementary principals in cities over 100,000 in population w reported receiving salaries between $1400 and $1499 (column 2), etc. 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 included in Table 40 of the Research Bulletin and th 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 th $1400 group. 32 supervising TABLE 11.—DISTRIBUTION OF SALARIES PAID SUPERVISING ELEMENTARY PRINCIPALS 311 Cities in 1922-23 {mount of salary $1400 1500 1600 700 1800 1900 2000 2100 2200 2300 2400 2500 2600 2700 2800 2900 3000 3100 3200 3400 3600 3800 4000 4200 4400 Total Median.... 54 cities over 100,000 i n population $3126 population 79 cities 30,000 to 100,000 in 104 cities 10,000 to 30,000 in population 4 28 60 24 6 97 16 19 15 9 gy 11 350 $2008 50 cities 5000 to 10,000 in population 24 cities 2500 to 5000 in population 29 3 $1850 $2819 Read Table 11 as follows: 26 supervising elementary principals in cities over 100,000 in population were reported receiving salaries between $1600 and $1699 (column 2), ete. a reported by cities of this size is $3126 42 to 44 of The median for the 3181 This table, in columns 2, 3 and 4, summarizes Tables the March, 1923, Research Bulletin of the National Education Association, which gives detailed supervising distributions of salaries paid supervising elementary principals segregated by States for each of the three largest groups of cities. 104 for a general explanation of all tables. ; ; 1 Supervising elementary principals in these cities receiving less than $1700 were all distributed in the $1600 group. Similar tables giving detailed distributions of salaries paid supervising elementary principals in the two smaller groups of cities may be obtained by addressing the National Education Association. See page [21] 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 distinctly better paid than elementary s principalships in the same cities. This is p; ably the result of the recency of the junio; high school movement and the scarcity of pe: sons trained in this field. Distribution of Salaries for High Schoo! Principals The salaries of high school principals shoy great variations in the distributions and in the differences between median salaries as given in Table 13. The low salaries in the smaller cities are caused by the one and two-teacher high schools offering partial courses. In l] cities over 10,000 population there are many salaries paid high school principals which are large enough in comparison to salaries paid in other educational positions to justify the training needed to make this a field for definite professional careers. TABLE 12.—DISTRIBUTION OF SALARIES PAID JUNIOR HIGH SCHOOL PRINCIPALS 269 Cities n 1922-23 71 cities 65 cities Total 5000 to 2500 to 5000 for 10,000 in in 269 population | cities 6 a - an 558 Buwocoanwe SESEEESESesesesesse 29 = 99 The median salary ty tor the Lat high schol priverpals or igh school priticipals Tables 45 to 49 of the March, 1923, ch Bulletin ' of salaries paid hi a eels ora general explanation ol es. iving less than were all distributed jon receiving less than principals in cities 10,000 to 30,000 in . ‘Junior high school principals the $1500 group. ‘Junior were all distributed in the population receiving more than $2400 were Distribu Table the v alu mation t tion in even gr which t urban Ss which tl son, Inv numbers same scl One | lems no that of i It is not economl studying TAB: 1700 1800 1900 2000 2100 2200 2300 2400 2500 2600 2700 2800 2900 3000 3100 3200 3400 3600 3800 4000 4200 4400 4600 4800 4999 Total. . Median Distribution of Salaries for Rural School Teachers and Principals Tables 14 and 15 salaries paid teachers and principals in the yarious kinds of rural schools. Aside from the value of these tables for the actual infor- mation they furnish regarding the salary situa- tion in rural schools they have another and even greater value. which they make possible between rural and urban salaries and the educational conditions which these salaries control. Such a compari- son, involving as it does such representative numbers of teachers and covering as it does the same school year, has not before been possible. One of the most urgent educational prob- lems now before the people of this country is that of improving rural educational conditions. It is not alone an educational problem but an economic and a social one as well. After give the distribution of This is the comparison studying the distributions for city school sys- tems one is forcibly struck by the wide in the distribution of rural teachers’ and by the fact that most from the extension of the ward. range salaries of its width comes distribution down- When it is realized that only one city elementary salary teacher salary, one begins to see the tremendous dis- crepancy between the way paid. teacher in every 300 receives a less than $600 that one in every five receives less than that and rural these two sets of teachers are This is a discrepancy which it is impossible to justify on the grounds of educational theory, real economy, political or social experience, or in fact upon any ground. Equality of educational opportunity is a National byword. existence in practice, however, will be a myth so long as country children are consistently discrimi- nated against in that most crucial element in a school—the teacher provided for the class- room, Its actual TABLE 13.—DISTRIBUTION OF SALARIES PAID SENIOR HIGH SCHOOL PRINCIPALS 770 Cities in 1922-23 93 cities 30,000 to 100,000 in _ population Amount 59 cities | of over a 000 salary 7 - ilation | $1400 4200 4400 4600 4800 4999 + Total. eae Median. ... $4400 Read Table 13 as follows: repo by cities of this size is $4400. segre ted by states for each of the five groups of cities 189 cities | 215 cities 214 cities | 10,000 to 30,000 in population I ee 3 a ER 7 senior high school principals in cities over 100,000 in population were reported recei salaries between $2400 and $2499 (column 2), etc. —_ This table summarizes Tables 50 to 54 of the March, of the National Education Association, which gives detailed distributions of salaries paid high sch See page 104 for a general e cipals in cities 2500 to 5000 in population receiving less than $1500 were all tabulated in the $1400 group * Principals in cities 2500 to 5000 in population receiving mcre than $3199 were all tabulated in the $3200 group 5000 to 2500 to 5000 10,000 in in | population _ population 5 Ho 00 bo oN wE woh to Wore soc o; tbo > bo 100» to aS 223 1 $2498 $2062 The median salary for the 334 high school principals 1923, Researeh Bulletin 01 prin tipals lanation of all tables. A study of the distributions given in Tables 14 and 15 show the rural situation for the country as a whole, but does not reveal the even more startling inequalities as they exist between States. In some States the highest paid rural teacher receives a lower annual sal- ary than the lowest paid rural teacher of other States. What chance is there for equality of educational opportunity for the boys and girls in States where such conditions exist? TABLE 14.—DISTRIBUTION OF SALARIES PAID TEACHERS IN RURAL SCHOOLS, 1922-22 This situation constitutes the outstand educational problem of today. It calls heroic treatment. If trained teachers «, be provided in rural and in some of the p city schools, salaries must be available will justify trained teachers. Even if were available a supply of trained teach. the present time they could not afford to ; for the salaries that would be offered While this condition continues it will b. One- teacher schools Consoli- Three or more dated teacher s Tota! schools | in villages Sen Sche Attend not ine to expect an adequate supply of competent tain trends rather distinctly. There was young people to undergo the training that will _ relatively little increase in teachers’ salaries be- ft them to be successful teachers. The whole tween 1913 and 1918. Most of the saiary in- situation calls for earnest consideration by the creases granted teachers came after the 1918— \rerican people. 19 study. There appear to have been rela- Trends in Teachers’ Salaries in the United tively few increases in 1922-23 over the pre- States ceding year—only about as much as might be The median salaries for elementary, junior expected from the regular increases provided . . salary sche ss, Table 16 s S > school, and senior high school teachers, iry schedules. ‘Table 1 hows that the largest increases proportionately were given n from all available studies which con- .d data at all comparable, are given in ‘° the elementary teachers and the smallest to 16 for selected years since 1913. These the high school teachers. ‘These medians and lians and the percentages speak for them- the percentage increases should be used with s. The groups are not always exactly caution, however, because of the unavoidable comparable but they are the best now avail- variations in the data as explained at the foot able and are comparable enough to show cer- of the table. TABLE 16.—TRENDS IN MEDIAN SALARIES PAID IN CITY SCHOOLS FOR THE PERIOD 1913-14 TO 1922-23 e . d ’ Percentage Percentage lass o Size of City 1913-14! | 1918-19 1919-20! | 1921-22° | 1922-23‘) of Increase | of Increase Teachers 1922-23 1922-23 over 1913-14 | over 1918-19 1848 Over 100,000 807 36 903 1676 30,000 to 100,000 6 74 1 vi 1379 Elementary ° 10,000 to 30,000 5 18 F 1241 6 5,000 to 10,000 : 4 2,500 to 5,000 1097 All cities } 5 1524 | Over 100,000 5 2296 1478 2050 30,000 to 100,000 Rg 1031 7 1253 1595 Junior High | 10,000 to 30,000 707 6 043 8 1059 6 1450 8 School | 5,000 to 10,000 7 ‘s 2,500 to 5,000 35 1290 All cities 051 1565 | Over 100,000 | 30,000 to 100,000 Senior High | 10,000 to 30,000 School | §,000 to 10,000 | 2,500 to 5,000 All cities | ee _ Ee Over 100,000 792 School Nurses | 30,000 to 100,000 800 10,000 to 30,000 758 3 Attendance Officers Over 100,060 "1045 not including Chief | 30,000 to 100,000 | 908 | Atte endance Officer - 10,000 to 30,000 496 3 Index Cc ‘ost b of L ving ® 100 174 2 170 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 included in others. The higher salaries paid in these cities outweighs the medians where they are included. For that reason, we have indicated as far as data is available, the medians with and without New York City. Other factors also enter in that make it necessary to use these medians cautiously for comparative purposes 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 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 paid in New York City The medians in this column are from Teachers Salaries and Salary Schedules 1918-19, E. S. Evenden, National! E ‘due ation Association, page 15 and following. The distributions on which these medians are based did not include New York City in the argest group of cities. * The medians in this column are from Bulletin One of the Research Division of the National Education Association, January, 192 22, pages 17 and 25. ‘4 The medians in this column are based upon the results of the present report, see Tables 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 30,009 in populati ’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 sslaries paid in cities 10,000 to 2500 in population. * See Table 18 for the source of these index numbers tez BSesPoxusp SS -ESEecse eo Mw* so IF $ ae Been Bey roi — en an’ sep, ws ~~ =&©§ = & wo § 7 - a © » © ™ | ; = fSR26 aes > a & entaenewSiae BEB’ eae t= Te i | AAEOOM DHAOQHAIN a? ct fie oe ee oe ae ee ot OS oe ee Oe Se SBSeeveevuysvewvw ke Pees Mv er SRazarS Se FES SCS SS eo Seee *S90UBIOJOI JO JUOUIOZLYS [[NJ 10} xIpueddy veg ‘Aumnbul yuesesd 944 puB ‘g/-gjE] saynpeyog Asopog pun saianjpog suaymnay, ‘sjooyog uno djajy] puv Nowy :SMoT[O} SB AIB SUUIN,OO Aq UAT SUOTINGIIISIP 94} JO OOINOS OY], ‘“SUOTINQLIySIP SAOgE OY} [JV WiO1} popnioxXe st 41D YOK MON *(Z wuinyoo) 66S$ °F OOS$ Wow sewepes Furareoes poyioder 819M QFS9 ‘FI-EIGI Ul OOSS MOjEq sSolleles Burarooos peyodel 810M SIVYOVI} Areyuauise 9ZOC *SMOTIOJ 8B JT BIQV]T, pve £L0% E OLgT 0Ot ItS‘¢e] 66 5 ; TS6‘Z0T| S889'FS| 66r'ZS| Z80‘TR|| ““"*” BS. . e h dp. cc. abe eee I tteseees ee SS a o tl ae BE SSID OOiIOMMANOD sR % 33 < oO - = — oa SSaRES= rOMwrotHo sent enee seeteees] gpm [lees cee esl aneme Il gete | Pe'er lice eceees] gee «| (0 atawe 6 hlCUd§ClCi ene Ont fe ee ee ee SEERLERS 2g9g523 see eeeee ae SNHNHNOSOSOOOOSCO agaegeneasee*™ ES z VARS SRLSRLSSISERAT COSCRNMNDBDOAQXNDOT ~ - o 7 eee wee L81 Tet oe ee ee Ree cll SEF sostet ee Z8°8 eeeceues brewevss zi retreses] Goe gi Las 2 + PI-et6I 7, vI-eiél OZ-GIGI | GI-SIGI | FI-SIG6T OZ-GIGI | GI-SIGI | FI-SI6T 482S85% On eaIIS © © ml “Sasssaaaees “aeeeeaeee sssyove], YsTH oyun soyoue]y avuowely €z-cz61 03 b1-€161 SALVIS GALINN AHL NI SYAHOVAL AUVINAWATA ALIO AIVd SAIMVIVS 40 NOILNAGTHLsIaq—41 aIavL {nother 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 same in any of the cases but the facts were The number of teachers are not 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. all of this period 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 salaries. Table 18 sheds a different light upon these During practically teachers were receiving teachers’ See Bulletin One of the Research Division, National Education Association, June, 1922, pp. 42 and 43 TABLE 18.—PUXCHASING POWER OF TEACHERS’ SALARIES Average salary of Purchas- | ing pow- Index of Index of purchas- Average Purchas- | Index of salary Index of cost of living teachers in the U. S. ing pow- er of average salary er of average salary in a large ing pow- er of average salary in city cost of living purchas- ing pow- er of city salary 5 | re Y 100.0 99.0 100.4 92.6 81.9 70.8 71.8 81.1 110.1 116.1 115.1 $1,143 1,160 1,167 1,204 yy 1,327 1,483 1,703 1,809 1,848 1,860 100 103 105 118 142 174 199 200 174 170 172 , 143 126 YR ,lll 97 ,056 92. 955 83. 762 66 745 65. 851 74 .039 90 .* 087 5. 081 94 365 370 418 567 598 593 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 purchasing power of teachers’ salaries in 1920 was 81.1 per cent of what it was in 1913. Similarly read the figures for the other years and for the large city average salary figures are based on those of the U. S. Bureau of Education, except for 1921 on, which are estimated. The index figures on the cost of living are those of the U. 8S. Department of Labor, except for 1923, which is estimated on the basis of prese@ indications. See Bulletin I of the Research Division, June, 1922, page 44, for a full statement of the sources of information and methods of calculation used in this table. 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, presenting 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. Indications at present are | the contrary. Between September, 1922. March, 1923, there was an increase of th; points in the cost of living figures of United States Department of Labor. leading article in the Literary Digest of M 24, 1923, gives figures showing that ther: 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 pea times and on a gold basis.’”” The cost of | will probably rise rather than fall du 1923-24. Salaries and the Supply of Teachers Are present salaries adequate to guarant a trained and competent teacher for « classroom in the United States? Recent ies indicate that less than half of the N teachers are adequately prepared for work. Three out of every five teachers | training less than the equivalent of N: school graduation. In 1922-23 thousands of 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 many places to guarantee an adequate supply of trained classroom teachers. It is the children who are the sufferers when untrained teachers 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 1913-14! ; 1918-1 20 | ~=1922-23 1922-232 over 1913-14 1913-14 1919-20! qd 5 $5187 2350 4 $5833 $8000 4358 5861 3287 3 3166 2000 17508 4045 2786 2178? 1708 1100 1697 10003 1998 1 Be in thi we gonge 4 of salaries paid these officers. “primary supervisor ” as shown ir the tables in the umn ate from Know and Help Your Schools, Part I, page | from the tables in the appendix which give ‘ detail the distributions These medians are based on distributions of salaries paid in cities 8000 to 30,000 in population. ope Apa atrod In this year the median salary paid th app : was selected as being representative for superviscrs [28] hs0+4 QUuY 71 inqu If all 23 t! ere erly qua the cou shown 1 ower th Certain ti Table 1rious for the 1 these gre largest 1 workers. upon Wi the emp! made us higher gs ment na in prope dents, tl reason, § they are war. Trends | In M of the R the salar given in explanat ct the s tive offic in propo ing. This power of of educs sults if mediate. continue s the rural children that suffer most. . teachers of training and experience go to ties where the higher salaries are paid, the untrained transients are left for the rural schools. ‘The truth of these statements i; shown in Tables 78 and 79. A shortage of 686+ teachers in 1922-23 was reported by the 999 rural superintendents who replied to the inquiry of the National Education Association. If all superintendents had replied and simi- larly reported, it would mean that in 1922- 23 there was a total shortage of 25,000 prop- erly qualified teachers in the rural schools of the country. Yet at the time, as is shown in Table 65, there was a tendency to lower the salaries of rural teachers. same Certain Trends in Salaries for Administra- tive and Supervisory Officers Table 19 gives the median salaries for various administrative and supervisory officers for the three largest size groups of cities. In these groups as with the groups of teachers the largest increases have come for the lowest paid This is due both to the low base upon which the percentage is computed and the emphasis on the “cost of living argument”’ made use of so frequently in campaigns for higher salaries during the war. ‘This argu- ment naturally raised the low salaries more in proportion than others. The superinten- dents, the highest paid group, for the above reason, got the smallest increases. As a group they are not now as well paid as before the war. workers. Trends in Salaries of State Superintendents of Schools In March of the present year the Director of the Research Division gathered the data on the salaries of State Superintendents of schools given in Table 20. ‘This table carries its own explanation and affords further corroboration cf the statements just made that administra- tive officers have not had their salaries raised in proportion to the increase in the cost of liv- ing. This tendency to cut down the drawing power of the salaries of the leaders in the field of education receive will have disastrous re- sults if continued. Its effects are less im- mediate. Present leaders may be willing to continue to accept depreciated salaries, but will there be equally capable people to take their This is the question that should be answered by those who places if this tendency continues? desire to have competent leaders in charge of the schools. Elements to be Considered in Interpreting Trends in Teachers’ Salaries There are certain elements which should be constantly borne in mind in interpreting any figures dealing with trends in salaries paid as shown by statistics similar to those made avail- able in this report. ‘These elements so defi- nitely affect conclusions that fairness to all concerned makes it necessary that their pres- ence should be known and where possible their The first of danger of giving a false impression of the size effect considered. these is the of teachers’ salaries by using annual salaries instead of salaries for shorter time periods. There is always danger that the unthinking citizen will hear of salaries of $1,200 and $1,500 being paid to teachers and mentally label them as too high. At the time this re- port is being written bricklayers in some of the larger cities are getting $12 and $15 and At that rate of daily wage the bricklayer would need to work only 100 days in the year to earn the teacher’s in some cases more per day. “high salary,” leaving him the other 265 days free. Turn the calculation around and the salary of $1,200 and $1,500 a year does not become a large “daily wage,” especially when it is considered that a teacher must live the twelve months of the year on it even if he does earn it in ten. In addition to carrying the living expenses for the entire year the teacher is under heavier “professional over- head” than are most workers in other fields. Every few summers he is expected to attend summer school at an expense which usually takes the savings of the period since the pre- vious attendance. He also is expected to dress up to a given standard, contribute liberally to all community undertakings, travel, read good books and many of them, attend professional meetings and take advantage of other forms of self-improvement, all of which make him worth more to the community he serves, but all of which costs him more than he gets in re- turn, saving the satisfaction which comes from a worthy service better done. TABLE 20.—SALARIES OF STATE SUPERINTENDENTS AND COMMISSIONERS OF EDUCATi0y —— Sect nd, should aly Salaries which in | Loss or gain Actual salaries 1922 equal in Actual salaries | in purchasing creases th of State purchasing of State | power of Stats lollars at Superintendents power those Superintendents | Superintendents way in 1909 paid in 1909 in 1922 salaries 1909 to 1922 and only I Third, at the pre: been disc to 1 rr) si 3 in mind tl a tow | bt & E8582 are distin or fifteen pense inv¢ used In Mm sreater th Zz O&O NHERWNHD HHWWT WHHWOwW wWwDH ° B 8 SSSE5 SSE being equa now than are better A fourt is the very term. M increased 1 An increa their eight 3 loss months. _ term from 8 S8588 8832 “eee Oo SWORN whe SSS5s 85858 S822 Worm or Ske BSkas SLBS8 sees © gain , 22 gain an increase ) ain *¢ 2 f if she wer oe CWwWOrwO Hower SS sees WW & 00 Go esees loss — ve month’s sé on - terms of a gair crease due < loss loss The fif 5 gain comparing Toss ; loss those of p1 loss 22 galr SSSES S882 S25 ~ Con KWOWOSLh TFHWOD HHQWA S58: —*+e ee “2+s ee Ska Sessa are almost 5 lens 1913-14. p a ginning of 29 loss by various loss ‘ , computing * o8s . . loss retail price 2 loss ; choice of tl advances i unfortunat 8 838 85585 & - S85 88888 82888 3 3 2 2 2 5 2 7 3 2 2 2 3 5 4 1 1 2 2 2 2 3 3 3 5 2 COn AOWS SL HPWWNIKO UhWwo 2. 3 2, 4 State Superintendents in 1909. Column power as that paid in 1909, according by the United States Department of Labor. Column 4 teachers’ s: Column 5 indicates the amount of loss or gain in purchas- incly chad ing wer. &*! ‘ - Seareen 1909 aad 1922 the public schools of 29 out of the 48 States lost in their ability to poorly pai capable leadership in so far as the quality of leadership is determined by the salary pai! in other fie Superin ts. as Between 1909 and 1920 the Nation’s income measured in dollars increased 120 per cen' paid in 1¢ Between 1909 and 1922 the salaries of State Superintendents increased, on the average, 64 per cc crease are and should have increased 75 per cent in order to-have maintained their purchasing power. bene. ehensfill euattie foun o which = is based were made available by W. G. Reeder, Professor of Education, Oh they wouk higher base statement creased, fo: F iF Second, the purchasing power of the dollar should always be regarded in considering in- creases that appear large when measured in dollars at different periods. This factor has been discussed at considerable length above. and only needs mentioning here. Third, in considering all teachers’ salaries at the present time it should constantly be kept in mind that standards of professional training are distinctly higher now than they were ten or fifteen years Furthermore, the ex- pense involved as well as the additional time - in meeting these standards is very much creater than before the war. Other things being equal teachers should receive more salary now than in 1913-14 to the extent that they are better prepared than at that time. A fourth element affecting teachers’ salaries is the very definite increase in length of school term. Many states have by state enactments increased the minimum length of school term. An increasing number of cities are changing their eight months school terms to nine and ten months. A change, for instance, of the school term from eight months to ten would justify an increase of 25 per cent in a teacher’s salary if she were paid on the basis of a week or a month’s service. Stating teachers’ salaries in terms of annual salaries does not show the in- ago. crease due to this element. The fifth element to be borne in mind in comparing salaries of the present time with those of previous years is that the comparisons are almost always based upon the salaries in 1913-14. This year, just previous to the be- ginning of the World War, has been selected by various economic agencies as the basis for computing various indices on wholesale and retail prices and on the cost of living. The choice of this period as the basis for computing advances in educational salaries is distinctly unfortunate since an exhaustive study of teachers’ salaries at that time showed convinc- ingly that teachers in 1913-14 were very poorly paid compared with the remuneration in other fields. If they were relatively poorly paid in 191314 and the percentages of in- crease are computed upon this relatively low base the increases will naturally be larger than they would be had they been computed on a higher base. As a result of this whenever the statement is made that the cost of living in- creased, for instance, 100 per cent over 1913- 14 and the teachers’ salaries at the same time increased 100 per cent it does not mean that teachers are as well provided for as in 1914 since the discrepancy existing at that time be- tween teachers’ salaries and the cost of living has been accentuated by the increase. Adequacy of Present Teachers’ Salaries In the light of the salaries now being paid in the United States and the increases which have been shown in the preceding paragraphs the question naturally arises how adequately are teachers paid at the present time and what should be the general attitude toward teachers’ salaries during the next few years. Several attitudes are possible but before any of these are adopted and put into practice school men and parents should realize the immediate and far-reaching effects of their decisions. Some will think it best to put forth every effort to maintain the salaries for teachers where they are high and present standards of to raise them where too low, with constant emphasis upon securing from those already employed and from the new teachers added to the staff a constantly improving teaching abil- ity and service. If this solution is adopted any further decrease in prices affecting the cost of living will result in a relative increase in the Such an increase is as real as actual salary increases with the cost of living remaining stationary. Under these conditions a Board of Education purchasing power of teachers’ salaries. is justified in demanding a higher type of serv- ice for a given salary than it would be able to secure had the cost of living not decreased. A second attitude would advocate lowering teachers’ salaries at the present time. ‘This lowering, first determined would be brought about by one device or another and school systems would have to content them- selves with the type of inexperienced, un- upon, have been able to buy for low salaries in the past. ‘The disad- vantage of this solution to the problem would be apparent at some future time when the community so lowering salaries decided to im- Then, instead of having but trained service which they prove its schools. one campaign of maintaining salaries where they are, which is involved in the first solution, this community would have two fights to wage, first to secure public sentiment in favor of better schools and then to secure increased 1 | Seas ee =e TPR support for the higher salaries necessary to se- cure the trained teachers essential to better of tremendous importance to the Ame: \\. public school system at the present time. schools. The possibility of such a community most every American community must d. actually getting better schools is, of course, in the period of the next few years whethy diminished by more than half. will continue to support its public schoo A third solution is a compromise between their present efficiency, whether it will suppor these two, namely, keeping salaries where they them to a degree that they may be mo: are, but with a definite curtailment of the efficient than at present, or whether they service rendered by the schools. On this basis curtail them now in a manner and to a devre many types of educational opportunities are which will handicap their service to the coup. eliminated, teachers are expected to work try for at least two or three school gene: longer periods and instruct larger classes. This _ tions. solution also has the disadvantage of the sec- le : : : s in Solvin ary ond, namely, that any subsequent desire to in- Present Tendencies g Salar - : Problems crease the efficiency of the schools involves one campaign to reinstate manual training, do- For the first time in a decade present mestic art, general science, wood-working, and ditions are favorable to improvement other services which have been eliminated from teaching personnel of the Nation. It « the schools and the second campaign to again actually to be accomplished it is essenti increase the support which will make these the better salary schedules now in ope: possible. be maintained and that other schedules by These problems, important at any time, are raised. In order to throw some light TABLE 21.—MAINTENANCE OF SALARY SCHEDULES IN CITIES, 1923-24 Cities over Cities 10,000 | Cities 5,000 | Cities 2.500 . 200,000 in | to 100,000 to 30,000 to 10,000 to 5.000 All cities Salary schedule in 1923-24 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 I Pr 2 3 4 tet eS 7 | 8 9 | zo | I! 12 (hy ST re 75 =| 180 68 | 214 68 687 ~ — Sede e ster e ee sete rescence % i is is "0 23 | 79 30 | 90 29 245 ESSE eee 1 2 0 0 5 2; 4 2 | 9} 3 19 | 56 | 100 | 100 | 100 | 219 | 100 | 263 | 100 | 313 | 100 | 951 TABLE 22.—SALARY BONUS IN CITIES 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 All cities population | in population 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 = ‘ent Z Z Sees ae ee OE Bonus granted in last Yes 2% | 44 | 42 | 42 | 78 | 35 | 104 | 38 | 100 | 31 | 350 five years? No 33 | 56 | 5B | 58 | 147 | 65 | 169 | 62 | 219 | 69 | 626 eye 59 | 100 | 100 | 100 | 225 | 100 | 273 | 100 | 319 | 100 | 976 | ss | 39 | 41 | 35 | 37 | 149 54 | 40 a5 | i Rots. permanent? Ne |: 6 | 30 | is | 4 | 50 | 2 | 53 | 50 | 50 | 63 | i6s ee ee ae 20 | 100 39 | 100 70 | 100 94 | 100 94 | 100 | 317 TABLE 23.—CITY SALARY INCREMENTS IN 1922-23 Cities 10,000 | Cities 5,000 | Cities 2,500 {oo.000 in iinet to 30,000 to 10,000 to 5,000 All citic Regular increases in 1922-23 population | in i ma Sean | Num-| Per | Num-| o, Num-| Per Num-| Per Num-| Per |Num- Per ber | Cent | ber ‘| ber | Cent | ber ber | Cent | ber = Cent z 2 |---| A ee a ee gaa Fe Se ae S| 73 | 85 | 166 | 81 | 142 | 69 | 520 Not allowed... 2.222...) | % 7} 18} 17 | 13 | 15 | 30 | 19 | 63 | 31 | 137 , | 57 | 100 | 104 | 100 86 | 100 | 205 | 100 | 205 | 100 | 657 [32] the count! ty of citi in Se tion: relatively Anothe the attituc ncerning nother d he War tempted t the creased © bonus. J plies an ul of Educat manently. was made it might prices Wal tion, “Ha a salary b made peri Table 22 made use ber who h in the be salaries. the bonus creases pr the large: smallest ¢ ho granting before the Cities, matter, the following question was asked superintendents: “Do you expect a salary schedule in 4 Palas Will the present le be increased, maintained or creased ?””. The n are given in Table 21. in your present de- answers to this This table es that by far the majority of cities are sched quest indic going to maintain their salary schedules, a number are increasing them, while a have decided that they should be de- d. It is to be regretted that most of cities who plan to decrease their salary schedules are among the smaller groups where salaries are already too low. From the study § the answers to this question by sections of the country, it was also found that the major- ity of cities planning reduction of salaries were in sections of the country where salaries were relativ ely low. Another question which throws light upon the attitude of boards over the country is that concerning the salary bonus. At one time or nother during the abnormal period caused by the War, many Boards of Education at- tempted to adjust teachers’ salaries to the in- creased cost of living by granting a salary bonus. The use of this method probably im- plies an unwillingness on the part of the Board of Education to increase teachers’ salaries per- manently. The adjustment to abnormal prices was made in the form of a bonus in order that it might be withdrawn as soon as the fall in prices warranted it. tion, “Have you within the last five years given The answers to the ques- a salary bonus ?..... Has the bonus been made permanent?” as given in Table 22 show the number of cities which made use of the “bonus” device, and the num- ber who have made the salary increase involved in the bonus a permanent part of teachers’ salaries. Many of the cities have retracted the bonus and thereby reduced the salary in- creases previously given. Here again we find the largest percentage of retractions in the smallest cities. It is probably true in many cities, however, that new salary schedules granting permanent increases were adopted before the bonus was retracted. During the past year a few Boards of Edu- cation felt that reductions in teachers’ salaries should be made, but thought it best to make these reductions indirectly. In those cities the existing salary schedule was retained, but all teachers were notified that the increase in sal- the suspended for that year. If it was absolutely ary provided for by schedule would be necessary to reduce the salaries, this is prob ably an easier way to do it than to make a new salary schedule with lower salary stand- ards. It involves, however, one distinct dan ger; namely, starting the practice of failing to abide by the provisions of a salary schedule. If the increase is not granted one year, it is possible that the minimum may be lowered another and the maximum readjusted at still another time. If a salary schedule is to be such a temporary thing, one of the principal advantages of scheduling salaries is lost. The “Were the regular salary increases provided by your sal- 1922-23?” Table A regrettable numbet question was asked in the inquiry: ary schedule allowed in 23 gives the answers. of cities used this device for reducing salaries. As in the other questions on this matter, the small cities were the worst offenders. Yet another method of reducing school ex- changing the the teachers employed, dismiss special teachers and penditures without apparently salary schedule is to reduce number of supervisors, and increase the number of pupils in the regular classes. In an attempt to dis- cover how frequently the last practice has beén adopted, superintendents were asked to give the average number of pupils enrolled per class in elementary schools for the last three years. Reports on this question are, of course, in- fluenced by different methods of computing the average number enrolled, but the tabula- tion of the answers given, in Table 24, may be taken as indicative of the tendency in cities of various sizes throughout the country. It is gratifying to note that there is no tendency to increase the size of classes during the last three years. If anything, it is toward a slight decrease in size. A continuance of this tend- ency is to be desired since in the majority of cities the classes are too large to be handled effectively by one teacher, x= 3 ae - as b . r 5 Le ee eee Pe oe ee eee aces els “ mh 2 Se <9 II = teen £5 BP: TABLE 24.—AVERAGE NUMBER OF PUPILS PER ELEMENTARY SCHOOL CLASS Cities over Ciries 30,000 Cities 10,000 Cities 5,000 Cities 2,500 Average cise of 100,000 in to 100,000 to 30,000 to 10,000 to 5,000 Grand | elementary class | im population in population in population in population in population | {1.1 | 1921 | 1922 | 1923 | 1921 | 1922; 1923 | 1921; 1922) 1923 | 1921 | 1922 1923 | 1921) 1922 1923, I e-2°) | 2.) 228-627 eS ee | 50 I 12, 13 14 15 | 16 et a. she ween 6 5 + 15 11 18 31 | 25| 21 34} 35] 31 | 30 >» Ete Set 6 3 6 15 16 10 23 17 14 | 23 23 25 } 31 1 1 1 4 4 4 7 7 5 3 5 8s}; 5| 9 7 32 2 Re 1 2 3 20 14 7 12 15 15 6} 11 16 Te) ) ee See 1 3 5 8 7 6 11 6 s 9 13 | 13 19 BMgike se SO ) teste 6 5 4 9] 15 9] 12 7/ 15] 12 7| 12 1 | 35 3 3 5 1l 10 ll 24; 30; 30 = 28 | 33 43 37 | 43 3 36 3 5 8 3 7 7 8 13 8 15 14 3) oe @ ab 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] 241] 15 39 4 3 4 6 2 5 6 4} 11 9 3 3 26 | 11 RS | 40 8 6 5 7 ll 7 26 17 16 32 36 20 33 | 39| 49 41 4 2 3 4 5 3 2 6 2 4 7 6 Se 6s 7 42 4 5 3 7 6 10 5 7 10 5 9 4 Si 6s 5 43 3 2 B tis.4 eevee 2 4 3 1 7 4 7 3 { (Ea SE, SP ee 2 3 2 3 5 4 3 2 3 Re 6 ae 45 1 1 1 3 i ae 1 1 4 8 7 9/ 14]. 8] 5 : ee Ser Fee oe ae 1 4 7 2 2 2 3 5 2 47 ) Se some 2 1 & ee 1 1 ne dn 2 | 1 3 Se Ee eee pee! ee eee Papers Re meee 1 1 2 ; Tore. 68 49 1 a RSS. es ore Heer 1 1 ocak > Bake quns 2 2 | et St Es elles See 1 ST hieiud 1 1 Was Ges 1 or ae 2 ee 4 Se ee, Ame ee Oe A Se a ee epee 1} 1 1 | Bs Ge GS ay ge PRES io Sie eS See SS) PR Sey: ae 2 2 i eR a > a Ee + ls oe PR SSR RR Ol ; 1 ) ae Over 54 Eden oUis ai, MSU aT UMD MIC ARS... oEvcle.|..... 3 Pease SF ,. SEO Sa 47! 46) 45 81 | 84] 180] 182 | 194 | 218 | 225 | 224 | 257 | 274 | 281 Median............ 38 | 38) 37 36 | 35 35 | 35 | 36 5 36 | 36 Tendencies in Rural School Districts In order to have data comparable to those clusions are justified by this table. In the firs 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 per- centage of reductions. In the second place, in those states where the schools are supported almost exclusively by local taxation, and tha 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. ber of the states do not report the retraction ot 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, give 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. A num- [34] Ss Salat y devel ypm they were pan oO caSl TAI ee Having t Amount minimt salar, I Below $1 1000-1 1100-1 1200-1 1300-1 1400-1 1500-1 1600—) 1700-1 1800— 1900— 2000— 2100-4 2200— 2300— 2400— 2500— 2600— 2700—- 2800 2900- 3000- 3100- 3200- 3300- 3400- 3500- 3600- 3700- 3800- 3900- 4000- 4100- 4200- 4300- 4500- 5000- 5500 Totals Median Mode. . te by a 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 fan occasional smaller city. Today the city- in the study of the National Education TABLE 25.—NUMBER AND PERCENTAGE-OF CITIES WITH SALARY SCHEDULES eS tee Yes No Total 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 4 56 100 06 0 0 10 56 100 TABLE 26.—MINIMUM SALARIES IN CITIES OVER 100,000 IN POPULATION Amount of minimum Kinder- | Elemen- salary garten | tary teachers | teachers I | 2 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 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 ]¢ > Teme 7... . : | 55 Median $1221 | 1230 Mode 1200 | 1200 No. of cities reporting minimum indicated for Non-su- | Super vis- Junior Senior Junior Senior Special pervising | ing ele- high high high high class School | eleman- mentary school school teachers | teachers | teachers nurses _ tary prin- prin- prin- prin- cipals cipals cipals cipals § 50 2 2 2 29 19 25 1392 | 1522 1243 1750 2092 3050 1300 | 1600 1200 1600 2000 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), ete The median for kindergarten teachers reported by 43 cities of this size is $1200. Similarly read the other columns of this table. 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 constap: 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 effectiy: to keep salaries down and good teachers 0 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 wil exercise a constant incentive toward better work, more adequate training and better professional attitude: Schedules should be aaa — Salaries and Salary Schedules in the United States 1918-19, by E.S. Evenden, Commission Series No. 6, ; TABLE 27.—MINIMUM SALARIES IN CITIES 30,000 TO 100,000 IN POPULATION No. of cities reporting minimum indicated for Amount of minimum Junior salary Junior Senior high high school school prin- prin- prin- cipals . cipals cipals Non- Supervis- ing ele- School mentary 9 10 bolw ie Ron Nw w to NWNWNWKWNNwK Ue OWwWe Nobo bo eee oe Siow: Two cities of this garten & minimum between SO ition of thie sine ie 31004. sais ne minimum salary between $700 and $799 for kinder- ropes ete. The median for kindergarten teachers other columns of this table. [36] TABLE 2 ee Amount ¢ minimun Si DO bo bo by bo bot . aon garte repol TAI Amoun minim salar I $500- 600- 700— 800- 900— 1000-1 1100-1 1200-1 1300-1 1400-] 1500-1 1600-1 1700-1 1800-1 1900-1 2000—! 2100— 2200-! 2300- Total Medi: TABLE 28.—MINIMUM SALARIES IN CITIES OF 10,000 TO 30,000 IN SS POPULATION, 1922-23 No. of cities reporting minimum indicated for Junior high school prin- cipals Non- super vis- ing ele- | mentary | principals § Super vis- ing ele- mentary prin- cipals Amount of minimum salary Kied Senior inder- : garten teachers | Senior high teachers Junior high teachers | Elemen- tary teachers | Special class teachers | School nurses cipals 599 —CO 699 799 899 999 1099 1199 1299 1399 1499 -1599 \-1699 -1799 \-1899 \-1999 2099 }-2199 2299 2399 2499 2599 2699 2799 2899 3299 :00-3499 00-3599 3600-3699 38 26 62 37 $1065 | 1032 | 1119 1288 1200 1280 1411 1650 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), ete. 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 10,000 IN POPULATION | No. of cities reporting minimum indicated for Senior high school prin- cipals Junior high school Super vis- ing ele- mentary prin- prin- cipals cipals 9 10 1 Non- super vis- ing ele- mentary | | Junior high teachers Special class teachers | Elemen- tary teachers | School teachers teachers nurses I $500- 599 600-— 699 700— 799 800— 899 900— 999 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 > 142 | —— rr" Total . 57 Median 1384 tees _— | s: T= | Median $112: 1877 1028 745 896 1440 | 800 | Per cent $1500 and above | 9.52 9% 3 ; 2.35 | 49.15 }|.... Elementary Junior high Median 33 : 25 900 1033 1585 | 856 school | Per cent $2000 and above : 42 22 Senior high | Median } 2040 1181 school | Per cent $2000 and above | : ‘ | 13.24 16 } 56.45 This table is based upon the data given in Tables 32 to 36 of this report and in Tables 33 Salaries and Salary Schedules 1918-19, by E. S. Evenden. [43] TABLE 38.—AMOUNT OF ANNUAL INCREASES PROVIDED FOR IN CITY SALARY SCHED! LES TEACHERS 1922-23 Amount of Annual Increase Total M 60 to 69 | 70 to 79 | 80 to 89 | 90 to 99 | mumber | incrosn | of cities : & g 2 10 29 68 108 118 58 Sees gSSESz\0 ono = 5 was S- es S52 & 52h: 2 EF s = EE aS8SS = S555 : “ - Lond F wSee Wownww = = ze S557 5 3& as - 2e8e SESe ofSSs 2 Fo 7 cs z a Soc $8 38 ss Ee seSSE 5 No =e 3: NO Wot > = woos peses? SES = ob8Es 3225 E Oe ee ie ans as follows: 13 cities of 10,000 to 30,000 in population reported annual increases for elementa: ‘ ; 15 cities of 5,000 to 10,000 in population reported annual increases of less than $50 (colu: median annual increase for elementary for all cities is $75. Similarly read the other columns of it Ff ci ¥ TABLE 39.—AMOUNT OF ANNUAL INCREASES PROVIDED FOR IN CITY SALARY SCHEDULES, PRINCIPALS 1922-23 Amount of Annual Increase Total = Median 70 to 79 100 to | 125 and! number increase 124 | over of cities is ro |} 41 ao 1 2 & vss eee? Seees % ees 7 : 25 i) Secor ee © 58 257 E 5 - ag . SES5 2 Fac Ee Busse : 3 5 s 588 338 Eee Sess i. WhQwe bo i _ : } g 37 > es Ey —nmnNwOoe Bes sess 5 : ; hoe | bo eile] e i to 10,000 in population reported annual increases for non-supe than $50; 3 cities of 5,000 to 10,000 in population reported annual increases 0! all non-supervising elementary principals for i ge ULES, — Median CT Case ULES, —$—$———, Median nerease 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 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 Education Association. TABLE 40.—COMPARISON OF ANNUAL INCREASES IN 1918-19 AND 1922-23 ! Cities over | Size of City | 100,000 in | population Elementary median annual increase Juniot high median annual increase Senior high median annual increase Cities 30,000 te 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 I | 2 | ¢ : 10 ‘I 100 50 CO 70 | §$ 70 5 50 Cities 10,000 to 30, in population Cities 5,000 to 10,000 in population Cities 2,500 to 5,000 in population 5 6 7 | SS rf) the pr! The answers to this question by cities of from that in the preceding one but 's 4 sched different size is shown in Table 42. A_ definitely implied in a single salary schedule, second question was inserted in the inquiry _ It is interesting to note from comparing the to serve as both a check and a supplement answers to these questions that the princip| to the question just discussed. “‘Do you pay of paying different salaries to teachers j larger salaries to teachers in similar positions, similar positions, with different amounts of who have larger amounts of academic and __ training is more generally used than the o professional training?” The answers to this which involves breaking down the salar are also tabulated in Table 42. The principle barrier between elementary and high schoo| involved in the question is slightly different teachers. The growth in the acceptance of where hope f I TABLE 41.—NUMBER OF ANNUAL INCREASES PROVIDED FOR IN CITY SALARY SCHEDULES, 1922-23 Number of Increases | Total | Me: 15 or | Bumber Ne more | °f cities increases lan ) F 2 & K| © I3 I4 Eo 3 =|" 5 PEE — = <= = Pesce 2 See 3335 $ =8 3 = woss > S2S87 WNWwNwW!] CWwWW-10WH ‘S888 0588 3328 = : ee em OO Coe ~ tom Woobo $s 37 5 : 8s 3s ons © _ Pwo | Grr Mew 28 S8ss 2s Borhww Srrwmaire f 2s 33 | wwnwobwore i E E s 38 38 -~ BS; Bee - PEEL 5 sees F ale 55 . s - E 35 _ EEE = EEE a.88és : ile s 8 s 88 S228 222 eSSSS P35 ile 8 5 3 352 sss 38 338 ; i. : ° ae i) pb8e Es 38 3s 38 S 3 3 re : ‘388s 25s Ps 33 a opulation 5 increases for elementary teachers; 5 increases for elementary teachers (column 3), ete. The is 6. Similarly read the other columns of this table. edule. ng the ink iple ers jj ints of he One salary school nce of ULES, Median 0. icreases the principles involved in the single salary schedule as revealed in Table 42 and else- where in the report is perhaps the most hopeful and significant finding of this entire study. The essential relationship between this principle and continued and steady development of the teaching service in Amer- ican public schools is beginning to be realized. TABLE 42.—ADOPTION OF SINGLE SALARY PRINCIPLES Teachers with same training and experience receive in all grades Same salary . Different salaries. . Total Teachers with ‘similar experience Larger salary to better trained Same salary to all regardless of train- Total Cities over 100,000 in population Num-| Per ber Cent 6 10 55 90 61 100 Cities 30,000 to 100,000 in population Num-| Per ber Cent 4 19 86 105 Cities 10,000 to 30,000 in population Num-| Per ber cent 16 S4 100 Cities 5,000 to 10,000 in population Num-| Per ber Cent Cities 2,500 to 5,000 in population Total Num- Per Num- ber Cent ber Per Cent 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 1 See page 111 for a complete list of questions asked in the inquiry. public acceptance of these same standards teaching will better deserve classification profession. Provisions Concerning Experience of et Teachers eas nize It is customary for some cities to require H tained teaching experience as a pre-requisite to elec. BB What tion to teach. This practice has the approval verien of tradition. There is no other justification turthe for it except that cities making this require Answ ment usually pay salaries enough higher 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 unt: teachers secure their first experience at the ev- pense of the children of another district. [i 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 would be no excuse except selfishness to justify a re- quirement of experience elsewhere befor teacher is elected to a teaching position. | he 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. It is clear from this table that the larger ‘ties with the attraction of their higher salaries are ‘ proval cation quire- r than ntorce should tes of rained he eXx- t. If ormal d am- under many r and 3. It cities are the worst offenders in the matter of requiring previous experience. ‘Table 43, however, fur- nishes some gratifying indications. First, a ly large number of cities now require no years Of experience before election. Second, he tendency seems to be away from requiring Four practically all American cities required one or more years of experience before election.! If this tendency similarly continues during the next four years, the city requiring experi- ence previous to election will be the exception rather than the rule. One of the strange inconsistences of past practice has been to insist that teachers obtain experience in other cities, and yet fail to give iny recognition whatsoever for that experience in placing the teacher on the salary schedule. The answers to the question, “Do you recog- nize in your initial salaries, experience ob- tained in other school systems ?.... What is the maximum number of years ex- perience which may be so accepted?’’, give further evidence of improving practice. Answers to this question, given in Table 44 experi nce, years ago Teachers’ Salaries and Salary Schedules, by E. 8. Evenden, N. E. show a definite tendency to accept an in- creasing number of years’ experience from other cities. This is more noticeable in the larger cities than in the smaller. Provisions Concerning Training of Teachers In regard to the standards for professional and academic training required for beginning teachers, there is practical agreement in b-- lieving that no elementary teacher should have less than two years of normal school training Be- cause the supply of such teachers falls far short of the number needed to supply all of the teaching positions, many cities and particularly the rural districts must fail in obtaining teach- ers with this much training. questions 8, 9 and 10 of the inquiry are sum- marized in Table 45 giving number of cities who actually require normal school gradua- tion before election to teach in the elementary schools. above a standard four-year high school. The answers to Again, it is in the larger cities, where salaries are highest, that this requirement can be enforced. A., 1919, pages 60-61. TABLE 43.—AMOUNT OF EXPERIENCE REQUIRED BEFORE ELECTION IN CITY SCHOOLS, 1922-23 = | Citiesover | | Years of 100,000 in | Type of School teaching population | Num- Per |'Num-| | ber Cent 3 | 4 “233 | 49 | a) 19 1: 26 | d 4 Cities 30,000 to 100,000 in population | Per |_ber | Cent Cities 10,000 | Cities 5,000 Cities 2,500 | to 30, | to 10,000 to 5,000 in population | in population | in population Num-| Per Num- | Per | Num-| Per ber Cent | ber | Cent | ber Cent > | 8 7) | Jo I 128} 58| 156| 71} 212 19 a - ae 72 20 1 61 3 99 Senior high school Total 34 36 27 i 1 2 2 | 97 | 100 46 25 | 27 | on 57 3 mri & | } 20 | 229 41 49 i 287 | 100 election to elementary teaching positions; 9 require one year (column 3), etc. and for junior and senior high school positions. Read Table 43 as follows: 23 or 49 per cent of 47 cities over 100,000 in population require no experience before Read similarly for other sized cities [49] The agreement is not as clear in the re- quired amount of training for election in jun- ior high schools. Many feel that normal school graduates should be employed in junior high schools. There is a growing number who believe and insist that junior high school teachers should be as well trained‘as teachers in the senior high school. The number of 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- 1 Teachers’ Salaries and Salary Schedules, by E. 8S. Evenden, N. E. A., tions of answers to these questions show a general agreement on college graduation requirement for high school teachers in 23 than in 1918-19.1 shows a much more definite agreement standard normal school graduation as quirement for the elementary The present stud) grades and , large increase in the percentage of cities , quiring college training for junior high sehoo! teachers. Training Required in Rural Schools There is no such agreement on the desired standards of training for teachers in the rural schools as was found for teachers in the cities 1919, page 61. TABLE 44.—AMOUNT OF EXPERIENCE ACCEPTED FROM OTHER CITIES IN ADJUSTING SALARY Number years experience accepted Cities over 100,000 in population Cities 5,000 to 10,000 in population Cities 2,500 to 5,000 in population Num- z aT ~ % Num-| Per_ ber “Ie Crt City tobe on w DNWWUWHWww | PAIR OO 30060 & % ..| 143 8 © By 5 18 24 15 22 4 3 4 1 Cent | Per Cent Num- _ber_ Io If 25 los = — 8 100 g ery 265 9 20 4 | | alles | = | ‘Num- Read Table 44 as follows: Two or three schedule, 2 justing salary that they accepted outside cent of the 61 cities over 100,000 in population reported accept n we one year (column 2), ete. experience, but the amount was not indicated. Total Per ber Cent TABLE 45.—TRAINING REQUIRED FOR ELECTION TO CITY SCHOOLS Cities over 100,000 in population Cities 30,000 to 100,000 in population Cities 10,600 to 30,000 in —— in population Cities 2,500 to 5,000 in population Num- Num- ber Cont Num-| Per Cent Num- | ber | Per Cent 6 7 8 9 0 93 188 82 236 80 ae a 227° | _ 67 7 18 58 20 ber 3 60 1 61 100 100 294 100 139 40) 15 Per |N Cc ent | The cure schor gives ing @ grade teach years start centa not efficie expe! jority schoo tatior of th furth when fourt comp Ex Ad schoo cerne cerni! eral teach 24. § is les that | less t in tl have perie Rela Or minis preve ing V salar creas work as ca incre little and a ities Te- 1 SE hor | ools des red ALARY Total Per The lack of standards and the failure to se- cure adequately trained teachers for the rural schools is shown in Table 78. This table gives the number of rural teachers with vary- ing amounts of training beyond the eighth grade and shows that 23 per cent of the teachers in these schools have less than two vears beyond the elementary school before they start to teach and that a considerable _per- centage have none at all. This condition can- not but result in a low degree of educational eficiency in districts taught by such young, in- experienced, poorly trained girls. The ma- jority of these girls probably teach in the schools of which they are products. The limi- tations in their training decreases the efficiency of their instruction, which in turn will still further decrease the quality of instruction when their pupils finish school and start teach- ing. Table 78 shows some states where prac- tically all rural teachers have four or more years beyond the eighth grade. ‘These are in sharp contrast to those states where less than a fourth of the teachers in the rural schools have completed the high school course. Experience of Rural School Teachers Additional light is thrown upon the rural school situation, so far as its teachers are con- cerned, by the data given in Table 78 con- cerning the experience of teachers in the sev- eral states. Referring to the percentages of teachers who have taught three or more years, 24 States are shown where this percentage is less than fifty. This means in these States that the majority of rural teachers have taught less than three years. In short, the children in the rural schools of many States seldom have the advantage of instruction from an ex- perienced teacher. Relation of Quality of Teaching to Salaries in Cities One of the problems in the satisfactory ad- ministration of any salary schedule is that of preventing annual salary increases from becom- ing wholly automatic. A teacher under most salary schedules receives her full scheduled in- crease regardless of whether she does good work or poor and regardless of whether she is as capable as other teachers receiving the same increase. When this condition exists, there is little incentive for a teacher to render her best service at all times, and constantly to grow in her training and teaching ability. of the lack of adequate means of measuring teaching merit at the present time, it is ex- tremely difficult to base salary increases upon The difficulty, however, is no Because teaching merit. justification for avoiding the responsibility. This responsibility is not alone the superin- tendent’s. It is obviously a which should, and in reality it must be, jointly assumed by administrative officers and teach- ers. The following question was asked for responsibility the purpose of discovering the extent to which this problem is being attacked: “Are your teachers rated as to quality of service ren- Se ee ee Into how many groups are they divided ?........... What officers rate the teachers ?. How many individuals rate each teacher? divelileal Does a teacher’s rating directly affect her sal- ary increase for the following year?” ‘The tabulated answers to this question given in Table 46 show that the majority of all cities and practically all of the larger cities are rat- ing their teachers as to quality of service. Most cities divide their teachers into either three, four or five groups, such as the following: Excellent, Good, Average, Poor and Failure. Some of the cities use this classification but consider that they divide their teachers into only four groups, since the rating of a teacher as a failure dismisses that teacher from the system. The answers to the question: “How many individuals rate each teacher,” are ex- tremely significant in that the majority of teachers are rated by less than three officers and supervisors. With our present inaccurate methods of determining a teacher’s merit, no rating made by less than three competent judges who are familiar with the teacher and her class of work would justify placing a teacher in one of five groups.! tendent, the principal and the supervisors are those most often concerned in rating teachers according to the replies. From the standpoint of a study of teachers’ salaries, the answers to the question, “Does a teacher’s rating directly affect her salary in- crease for the following year?” interest. The number who report that such ratings do affect salary increases is much larger than was expected. An examination of actual practices in many of the cities would probably The superin- , are of greatest ‘Is the Rating of Human Traits Possible? By H. O. Rugg, in Journal of Educational Psychology, November-December, [51] 1921, show, however, that the teacher’s rating af- fects the salary, only when it is so poor that he is dismissed from the schools, thereby having his salary cut off. This is often the extent to which a teacher’s rating affects his salary. Some cities answering this question in the af- firmative grant salary increases to the large majority of the teachers, but retain a few teachers on probation and withhold their sal- 1 The following study contains facts concerni Rating in the United States, Minneapolis Grade T ary tice. ng teacher rating of me value eachers Association, Minneapolis, increase. Relatively few teachers into groups of four or five degrees oj teaching merit and pay salary increases p, portional to that rating. sirable practice if methods of rating can |p perfected so as to guarantee accuracy and }\, At the present time, the rating of teach. ers is more largely a supervisory device | a means of determining salary increases.’ Cities rate Pro- This will be a de. in addition to those just presented Minn., 1923, 19 pages. TABLE 46.—RATING OF QUALITY OF TEACHING SERVICE Cities over 100,000 in population Cities 30,000 to 100,000 in population Cities 10,000 to 30,000 in population Cities 5,000 to 10,000 in population Cities 2,500 | te 5,000 in population Num- ber Num-; Per ber | Cent Num-| Per ber Cent Num-| Per ber Cent 3 5 6 7 8 47 72 123 57 10 o4 28 > 94 Num-| Per | __ber| _Cent | | 12 153 | me Total Num-! Per ber| Cent 13 538 403 49 | 941 i whom weoreSc BY) Bel oo] 8] oma Sel wm | 8) wlZacal 3/5 Bi BS co! S] wumakine TABLE 47.—ATTENDANCE AT SUMMER SCHOOL IN SUMMER OF 1922 Size of City Number cities reporting Total attendance reported Average per city 3 6057 2066 2155 1739 1706 13 ,723 Provis Du: B sands schoo! other This t tendar teache ards h able e to me also ci ers as work times impro work. custor age in mer $ has | mend: studie amoul treate in e given Provisions for Salary Allowance for Summer School Attendance During the last few years veritably thou- of teachers have attended summer schools. ‘Table 47 strikingly shows this if other evidence were not generally available. sands This tremendous increase of summer school at- tendance is indicative of the recognition by teachers and patrons that preparation stand- ards have been too low, and it is a commend- able effort on the part of teachers in service to meet the higher desired standards. It is also convincing evidence that American teach- ers as a group believe in themselves and in the work they have chosen, and are willing, often- times at tremendous individual sacrifices, to improve themselves in order to better their work. In recent years it has become more customary for Boards of Education to encour- age in one way or another attendance at sum- mer schools. Oftentimes the encouragement has been ridiculously inadequate. Recom- mendations have been made in previous salary studies that summer school work, to a certain amount, for teachers actually in service, be treated in the same way as regular preparation in educational institutions. The answers given by cities to the following questions are found in Table 48: “Do you provide any finan- cial allowance to teachers attending summer What is the amount of such allowance? Is this a perma- nent salary increase? If not, is it given before attendance at summer school Must schools ?.... or during the year following? the summer school course be approved ? _By whom? How many employees of your school system were in attendance at last (Give these data if they im- .’ ‘Table 48 shows that many cities are granting financial regular summer schools summer ? are mediately available) allowances in recognition of attendance at summer schools. It is encouraging that the majority of cities that grant such allowances recognize that the benefits of summer school attendance extend over a greater period than one year, as evidenced by the fact that the al- lowances take the form of permanent salary increases. Cities are also protecting them- selves against paying for attendance upon courses that would be of little benefit to teach- ers, by requiring that courses to be accepted for credit be approved by the superintendent or other school officials. TABLE 48.—ALLOWANCE FOR SUMMER SCHOOL ATTENDANCE Cities over 100,000 in population Cities 30,000 Cities 10,000 | Cities 5,000 | Cities 2,500 | te 100,000 in population | to 30,000 in population to 10,000 in population Num- | Per | Num- oe _| Cont Pi Salary allowance for summer school? Total Allowed as perma- nent increase Is allowance given before attendance? : Must course be approved? Total...... A ~—— of summer school expense allowance Per | Num- | Per ber_| Cent 67 156 ‘| 90 | Num-| Per _ber_ | Cent_ 9 | Io ¥ 638 194 284 100 | = | 100 6 94 100 | 397 to 5,000 in population Num-| Per _ber ee ~ 92 2 | 235 | 72 100 51 49 100 4 96 Cent | | 15: 12 Total ber 305 687 992 3 l 1 274 yeh ere OO Cobo |) — eb \Num-| Per Cent I4 | ol one) to Oe < Other Methods of Encouraging Professional Advancement Some teachers find it possible to carry an ex- tension course during the school year as a means of improving their professional equip- ment. ‘These questions were asked relative to this practice: “Do you give salary increases for professional courses taken during the Is the payment made on the basis of number of college or univer- sity credits earned ? Are salary in- creases given for work which does not coun; for credit in some educational institution?” The answers to these question are given jp Table 49. It is becoming the practice in many cities t grant teachers leave of absence for profes. sional study or educative travel and some are beginning to encourage this by partially financ. ing the teacher who wishes to use this method TABLE 49.—SALARY ALLOWANCE FOR COMPLETION OF PROFESSIONAL COURSES DURING SCHOOL YEAR 100,000 in population Cities over | Cities 30,000 to 100,000 Cities 10,000 te 30,000 in population Cities 2,500 | to 5,000 Total in population | ‘ Num-| Per ber Per Cent 3 4 8 Per | Num- Per Cent | ber | Cent | 433 13 24 41 76 19 81 ~ § | 157 | 768 100 925 | 110 21 Per Cent 6 34 66 100 81 19 100 } 131 45 83 | Sool 88 | enlf s| tel-(E fle ABSENCE FOR PROFESSIONAL STUDY Cities 10,000 to 30,000 in population Cities 2,500 | to 5,000 | Total in population stated accor the cl more teen « the sé of the Per Num-| Per |Num-| Per Cent | ber ber | Cent | ber | Cent 13 j 413 Sil ei Blu o count ition ?” ven in ities to protes- me are finane- nethod otal Per Cent for his improvement. In the inquiry the follow- ing questions were asked with these facts in mind: “Do you grant leaves of absence to reachers for professional study? How long must a teacher have served in your school sys- em before she may be allowed such a leave of absence? What percentage of her regular salary does a teacher receive during leave granted for professional improvement?” ‘The results of the replies are given in Table 50. It is clear that most cities recognize the desir- ability of making it easy for teachers to obtain leave for study or travel. The great majority of cities will grant such leave at the end of three years’ service or before. ‘The practice of allowing some part of the regular salary for these periods of study has been adopted by a few cities and it is usually fifty per cent of the regular salary or less. Other Regulations Related to Salaries Eighty-three per cent of the cities reporting stated that they grant sick leave with salary according to Table 51. Over two-thirds of the cities that grant such leave allow something more than five and something less than four- teen days per year. One hundred per cent of the salary is allowed by over seventy per cent of the cities reporting. It is increasingly becoming the practice to have some special regulation concerning the tenure of teachers. The following question was inserted in order to gain information con- cerning this: “Do you have any special regu- lations concerning the tenure of teachers? ....ls this a state or local regulation ? ........l§ there a probationary period? How long? Are teachers re-elected each year? Are teachers automatically reelected unless notified by given date that their services are unsatis- factory?” The the answers to these questions are given in Table 52. This table shows that most of the special regulations governing tenure of teachers in cities are the result of the existence of state tenure laws. In the large majority of American cities there is no local regulation governing the tenure of results of teachers. The length of probationary period under the regulations now in effect is usually It is gratifying that the majority of cities replied that teachers are auto- three years. great matically reelected unless notified at a that their Even though a great many cities do not have given day services are unsatisfactory. local regulations regarding tenure, they evi- dently accept in practice the principles that are TABLE 51.—SICK LEAVE WITH SALARY Cities 30,000 | Cities 10,000 to 100,000 | to 30,000 in population _ in population Cities over 00,000 in population Cities 5,000 to 10,000 in population Cities 2,500 to 5,000 in population All cities Sick Leave Provisions Per — Cent | Num-| Per | Num- Per Num-| Per |Num-| Per | Num-| Per |_ber_| Cent | ber | Cent.| ber | V ee are oe Oe, 92 | 102 | 96 | 197 allowed Sn Tits . Num- ber_ Cent ber 10 Il I2 I3 Cent |_ber_| Cent | sick leave with salary? 207 69 809 8 95 Total ... 60 | 100 | 302 | | | 1-4 eee tea : 7 2 +9 | | 5% 3 37 10-14 : 3 { é 76 15-19 | 20-24 25-29 30-39 40-49 | 50 and | over Number of days sick leave allowed per year. Total .. . | Less than | oo Per cent of salary allowed. > me DO 99 | 193 the justification of the enactment of special regulations regarding tenure. In order to determine the situation in American cities with respect to teacher retire- ment systems, the following question was asked: “Do you have a teacher retirement (pension) system? Is this a state effect. non-existent except in the larger cities. Ti, movement for retirement regulations has a4 vanced farther than has that for tenure sing a large majority of American cities report thy they have some type of teacher retirement ; The answers to the question whether teachers contribute to the retiremer fund are a reflection of the provisions of sta laws, most of which are contributory. “They How is the amount of the teacher’s contribu- tion determined?” ‘Table 53 presents the data resulting from this question. As in the case of tenure, it is apparent that the great majority of teachers who come under some retirement system are under a State system. The local retirement systems are practically laws also determine the teacher contributes. It is apparent that there is more t learned from a careful study of the state | regulating teacher tenure and retirement thay from a study of local regulations. mst cities are leaving these matters to state amount TABLE 52.—SPECIAL TENURE REGULATIONS IN CITIES which vidi con LWs tion mo\ Evident f Cities 30,000 to 100,000 in population Cities over Cities 10,000 Cities 5,000 to 10,000 in population Cities 2,500 | to 5,000 | in population Per SB 26 14 1 Num- ber ee 21 12 Per Cent Zo € Num- < 41 59 100 Num-| Per | _ber_| Cent | If I2 ~ 46) 14| 22 | 7 l 69 | 21 267 | 79 | 00 | ber | 313 All cities Per Cent Num- 703 1012 TABLE 53.—TEACHER RETIREMENT SYSTEMS IN CITIES, 1922-23 Cities 30,000 in population Cities 10,000 Cities 5,000 to 10,000 population Cities 2,500 | to 5,000 in populat on Num- ber Per Num- ber | Cent Per Cent | Num- ber 2 State Local Both 5 78 10 2 I Cities with teacher re- - Tetirment systems 9 10 210 1 1 73 5 5 74 If 225 a 26 100 95 5 100 Total Per Cent Num- _ber I3 has ad- re Since rt that nent in . o- 2 lrement OT State These nt than ride ntl; 'O State —— | cities -| Per Cent 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 regi tion. 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 exists. schedule This 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 lews s1d State Retirement laws now in effect see the January, 1923, Research Bulletin of the National Education Association, rr. £4 to 61, 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 incr: Ses. and that high school teachers begin at $1! 2(\) with four $75.00 increases to schedules 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 professional preparation and experience, as advocated in this report. Teachers in elementary schoo! 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 by 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 })a; 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 sum- mer school at least once in so many years in order to receive the regular salary increases carried in the schedule. Single Salary Schedules One of the most gratifying results of this study is the increasing number of cities shown to be basing their salary schediles 1 Teachers’ Salaries and Salary Schedules, by E. 8. Evenden, N. E. A., 1919. Page 42. upon thai pol! Ass fron SIZeS are 2 They spe cl but consi A ca CTeases, it $12(/) hed ules zraphed Nations > sched- ht and essional ated in school nd pro- stated eachers sitions. le pro- ho has ule by ) teach 1e field ‘egular r from he has easing visions -arned or the Vision s that - sum- years reases 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 in 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.” \ 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 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. 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 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. A comparison selected 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 1 Teachers’ Salaries and Salary Schedules, by E. 8. Evenden, N. E. A., 1919. 2 The term “single salary schedule ” is some times criticized as not accurately describing this type of schedule. 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 —— 9 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 Elementary Teachers Junior Senior High Schools 10 to 19 teachers 20 to 29 teachers 2,535 Elementary 40 to 49 teachers Over 50 teachers Under 1000 pupils Over 1000 pupils Principals Junior High 2,400 | Second Year | ¢ | Ls 2,770 2 ,805 2.970 “3,120 Under 1000 pupils Senior High 1000 to 1999 pupils Over 1000 pupils Assistant supervisors | Of 2,500 Supervisors 3,800 | 4,009 | 9 | 3,000 | 3,150 3,285 | ___1 9s-| 3,450 3,400. | 3,600 3,600 .| 3,800 Super maximum salary Additional Annual | increments | Maximum | edie al salary | Number Amount $2,400 $2,880 1 ,620 } 2,700 3,240 1,800 3,300 3,600 2,640 | - _ “7 = 2,905 3,075 2,940 2 35 3 2,750 2 ,880 3,360 3 ,615 3,120 4,020 3,270 1,170 3,690 4,230 3,900 | 4,500 4,000, 4,800 ,200, 5,000 4,400, 5,200 2,770 3,040 3,580 635 3,300 4,200 teachers and elementary principals in my requirements; $135 additional for Junior Hi junior high principa teachers, elementary princi in char or over and supervisors; $200 the Cleveland, Ohio, Board of Education. The super maximum salary may be meoched bo Sarthe study as follows: $120 additional for elementary i o to 1 gh teachers, elementary principals in charge of 20 to 39 teachers, Is in oa of less than 1000 pupilé and assistant supervisors; $150 additional for senior high i of 40 teachers or over, junior high principals in charge of 1000 pupils additional for senior high principals. nape This table is based upon information given in ‘Salary Schedules of the Cleveland Public Schools,” issued by eaehers, for each 4% year of study beyond standard [59] 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 school plus two $1200 $2040 7x 120 2. Minimum training plus one year (high school plus three 2x 120 2280 {above $2040 maximum 3. Minimum training} ote two years high school plus r years). For with four years of profes- sional training not organized so as to obtain a a from a standard college or univer- F 2. Under the schedule this plan will operate as saibcit a. For teachers who do not have the A. B. degree: © -previous experience, or First teaching one ale approved experi- - ence elsewhere $1200 First year teaching{Two, three or four years’ ap- in Denver proved experience elsewher: First year teaching/Five or more years’ approved in Denver experience elsewhere 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 First year teaching{Four or five years’ approved in Denver experience elsewhere Fifst year teaching{Six or more years’ ppprored in Denver experience elsewhere. 3. A year’ s apptoved experience, under this sch means a year’s experience in a fully graded public sch maintaining at least a nine month term. The Sup tendent of Schools will determine whether or not ¢ school is so graded and so organized as to represent experience equivalent to experience in the Denv schools. Less than full credit may be given at +! discretion of the Superintendent for experience gained in rural schools or schools not fully graded. 4. Experience as a permanent supply in the Denver schools will be recognized, provided, a. That the teacher serving as a supply has 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 not be recognized, except that experience in colleges, 1 schools, universities, or secondary schools of nation: standing may be recognized, provided such schools ar on the accredited list of the North Central Association or of some other standard accrediting agency 5 lists are interchangeable with the North Central Asso- ciation list. 6. Only experience gained within five years imm di ately preceding the beginning of service in the De: schools will be recognized. Transfer to the A. B. Degree Schedule “1. Whenever a teacher in the service recei i A. B. degree he will be placed on the A. B. sc! ed tl under the rule relating to the recognition of ap| experience. If he has served one year his salary will | made $1650; if two years, $1800. If his sala: already $1800 or more, he will receive no special s increase on account of the degree but will be ad\ toward the maximum for the A. B. degree by the yearly increases of $150 each. Application of the Salary Schedule to Teachers of Three or More Years’ Experience in the Denver School 1. Teachers of from 3 to 10, Inclusive, Cont oo of Experience Immediately Prior to August 3, Max num a. Maximum for all teachers in this group. b. To go beyond this maximum all teachers group must meet the requirements of the sched 2. Teachers of from 11 to 14, Inclusive, Y: Continuous Experience Immediately Prior to / 30, 1920: [60] subse Grou incre: A.B may : that sched SIX S€ 1. more Denv 1920, reach 7 mum provi on th that more be m ved ved ved : schedul blic school e Superin- r not the represent e De nver Cn at the Ice gained ie Denver has the work will s will not ‘$, normal national shools are ssociation cy whose tral Asso- } immedi- e Denver jule elves his sche dule approved ry will be salary 18 ial salary advanced he yearly chers of the Nntinuous igust 30, Maximum for all teachers in this group . .$2280 ». To go beyond this maximum all teachers in this grou, must meet the requirements of the schedule. 3, Teachers of 15 or more years of Experience Who dhiebe Continuously 1n 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 Sched- Maxi- ,. Less than minimum training (less than high school plus two vears). 15 to 24 years of ex- perie nce s 2.25 or more years of experience ses >, Minimum training (high school plus.two years). _15 or more years of experience ;, Minimum training plus one year (high school plus three years). .15 or more years of experience {Minimum training plus two years (high school plus four years) . 15 or more years of experience....... $2040 $2640 2040 2640 2640 2520 2520 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 holding the A. M. degree, provided the [61 } Superintendent of Schools evaluates such study as equivalent to an A. M. degree graduate ie Schedule for Elementary School Principals Minimum Professional Training The minimum profession: al training re qt uired for sopdialieall to a position as elementary school prin- cipal is graduation from an approved college or university. 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. . During the next five years, a teacher of superior merit who does not have the A. B. degree may be appointed as an acting principal pending 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 satisfactory. m Classification of Schools: For the purpose of this schedule elementary schools re >» clasathel in three groups: oan 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 teacher under the teachers’ salary schedule. b. Group II, 11 to 20 rooms, inclusive: Mini- Yearly mum Increase asa Maxi- mum For a principal with the A. B. degree. . Fora principal with the A. M. or Ph. D . degree c. Group III, 21 rooms or over: For a principal with the A. B. degree f6x 150) \lx 100/ 8x150 3700 £25( $3500 2500 6x 150 me a principal with the A. M. UL x 100) r Ph. D. degree... 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. Whenever a school by addition of full time teachers is creendendl from Group II to Group III, the principal will be placed on the minimum salary of Group III, if he has not already attained that salary. 3700 2700 4. Application of Schedule to Principals Now in System: The difference between the maximum which a salle 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 polary schedule for teachers. b. The rules relating to schedule increases for senciian 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. Salaries of Junior and Senior High School Principals 1. Professional Training: — : ‘ 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 uired. . Salaries: tg : 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, Director; and Supervisors 1. Professional Training: a. The professional training required for superintendents, directors, and supervisors of tion is the same as that required of principals 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 Public 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 enterin the Duluth Schools must have had at least two fu years of approved professional training, followin graduation iam a four year high school, in a standar al norm or university. All other things being equal, teachers with Bachelor's or Master's degrees, will be given the preference in making appoint- ts to all tions. “ho a. Credit for Experience in Other School S . (a) Although not specifically required as a qualifica- ds , tion t to a position in the Duluth Schools, successful teaching experience is preferred. samen oe toe craey schetate for a poried.nan sn. eaete five years ma ted to appointees for previous experience “@ a systems where the teaching experience would be as valuable as that E pac n Duluth. Evaluation of this experience in all cases 1s to be made by the Superintendent of Schools. Class III Com- of our ee Bachelor's Degree. $1400 10 x $125 (b) Only experience gained within five years jately preceding the beginning of service i: 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 will not be recognized. Item 3. The Bachelor’s degree implies a fou: course in an approved institution conferring the |. 8. B. S. or Ph. D. degree. The Master’s degree implies an A. M. or an M. S. degree from an approved institurio: Persons who have successfully completed f I five years of college work in approved institutions but whose work is not so organized as to give them Bachelor’s or Master’s degree may be placed in th two classes but shall not go beyond $2400 annually in Class III or $2750 in Class IV until the work is s organized as to give them the degrees required — shall be placed in Class IV who does not have 2 achelor’s degree. Item 4. Advancement to a Higher Class: When a teacher qualifies for a higher class he shall be transferred to that class on or before the openin, of the next school year and shall receive in lieu 0! ¢! annual increment the sum of $200.00 in addition to the last annual salary received. This regulation shall not apply to changes in classification mad: effective during the school year of 1923-24. Item 5. Annual Salary Increase: (a) Salary increases provided for by this sched: be granted once only each year at the time of th issuance of the annual contract except in the case o! 2 teacher who may have qualified for a higher cl.ssit- cation during the summer vacation, in which case : new contract carrying the proper salary shall be issucd at the opening of school in September. _ () Only those teachers will be entitled to the ani increase who were employed through the entire pr school year or who began work on or before Octo! of that year and were employed through the rem of that school year. Those teachers who began work between October Ist and March Ist and wh employed through the remainder of that scho pg be given an increase of $50.00 in classes | and $75.00 in classes III and IV. Item 6. Leave of Absence. (a) Leaves of absence may be granted to app by the Superintendent for the purpose of visitine and attending educational meetings, loss of pay. Leaves for visits shall not exceed tv days per year and no leave may be granted fo two weeks without the approval of the B: Education. [62] the p used must phy s the S unde mem! one § cafiol vend Assoc N . princ this s Tt Schox f Ed St. J — Non $50 in $1,2% app app 1 ot ments these Failur incren 1% he increa: A least Is of less ¢ will not four year he A. B,, € implies stitution. four or tions but them a in these nually in ork Is $0 red. No t havea he shall opening eu of the addition egulation ade and -dule wi e of the case of a > classih- h Case De issued e annual previous tober Ist mainder ‘an their vho were ool ear I and Il jpointees ng « ther without two full for ore 30 rd of () The Board of Education may grant leaves of absence without pay, for ill health over a period not to excee yne 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. \ 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. (e) 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. (f) 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 \n 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. (k) Teachers and Principals are hereby advised that under 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 Non-Degreed A. B. Degree $150 increment $50 increment $100 increment $1,200 1st 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 “ “ 1,850 (3rd “ “ 1,700 (4th ” 2,000 (4th “4 1,800 (5th ~ 2,150 (Sth o 1,900 (6th 2,300 (6th r 2,000 (7th 2,450 (7th - 2,100 (8th 2,600 (8th Y ¢ 2,750 (9th - 2,900 (10th ms $1,800 maxi- mum, 2,500 (12th 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 eredit 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 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. Note: 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 Illustration Showing Method of Fixing Pay at Time of Reappointment (a) (ec) Base Experience Cred- ited J Pres- Position ent In- Graduate Cred- v Ini | Sal- | crease 2 yr. $1000) Else- ited 4 re Prob- ary | 4 yr. 1240) where x sity able | $120 . Salary (4) @) | 6 $480 $12 y $1624 | 1440 . ‘ (6) (3) 5 High 1240 $60 $60 2080 19: 20 : " (5) (1) (: High 1000 1 $600 | $240 2 1960 | 1680 | (7) (2) Blank | Ford 1240 10 $340 | $120 2200 | 1800 | 400 Note (a) Counting this year. Nearest half or third, if fractional, is used. As long as experience is of uncertai value, it is arrived at comparatively, as is rank. Note (b) Each principal's record of rank is made three times a year. See Article 2. A teacher ranked “5” is not Note (c) Teacher's extra credits are reduced to university hours or their equivalent. See Articles 3 and 4. The chart below shows our distributions for 329 Extra Credits teachers in November, 1921, and 328 teachers in Feb- ruary, 1922, total of 657 marks. (The large propor- tion of higher marks may be defended by the state- ment that for a number of years Highland Park has Educational qualifications beyond the requirements, if approved, shall be credited as follows: A record of each teacher’s extra credits shall h kept in the office of the superintendent after h been approved by the principal and superintendent, and ~ teacher may have a copy of it.) Distribution of Marks from Principals 1. University semester—hours at $4.00. (Since tw years of university study, or 60 hours, represents the I's difference between the 2-year and the 4-year course, and since the difference in the two bases is $240, each hour should be reckoned at $4.00.) 2. Any other additional educational equipment maj be reduced to what is considered its equiv = ing in Ist_ school 34 8 8 university hours and credited accordingly. 3. Travel of educational or professional valu: oa 2nd 33 6 1 November be evaluated in hours by the Teachers’ Council © a, Se 56) 23 mission on Travel Credits and the Commission’s recom february 41% mendation shall be presented to the superinte: for his approval. Similarly two tabulations were made for each of five 4. The penmanship requirement, not being in force other schools, making tabulations to be compared with when the teacher is hired, may be recognized as a0 the totals and averages. po aa the study made by Xtra credit. It is desired that all teachers who are principal of each school when he saw this chart. not penmanship teachers shall be positive influcnces In June 1922 the same persons gave the following in raising the pupils to the standards in applied writing of marks to 320 teachers: 86-1’s, 27%: A teacher then who is such an influence may hav: - 147-2’s, 46%; 84-3’s, 26% 3-4’s, 1%. writing habits and influence evaluated by the ‘a ad 0 In all the foregoing distribur-ons the figures were the penmanship department, the principal, r = _before the superintendent or other general superintendent, and this credit may be included the pervisors had reported. The general tendency of list of that teacher’s credit hours. prs denen of the marks of these officers is to de- 5. Reports of 1921-22. _ crease the per cent of 1’s. For instance, a principal’s 1. Number of teachers eligible... .. . ie, 28 ratings are here compared with the results of com- 2. Number of teachers receiving credit. . bining his ratings with those of other officers: 3. Total number of hours credit 2 4. Average number of hours credit (based Principal's Marks W% 3% B% $. Toval number of dit 2,17 s tee 0 0 otal number of hours extension credit 2,172 Principal’s M Marks, Com: 6. Average number of hours extension _ bined with Others..... 31% 40% 29% ; credit had an unusual opportunity to secure the better teachers.) Totals and Per cents numb based Thi secon in roc No recon to do Suy have desira select teach: irements, . shall be er having dent, and Since two ‘sents the ar course, 240, each nent may valent in alue shall ncil Com- 1’s recom- intendent g in force red as an } who are influe nces d writing. have her e head of and the led in the Total number of hours travel credit.. 47 fi Average number of hours travel credit. 1 2, 9. At $4 an hour, cost of system for first year’s extra credits was.... The total amount expended for ries, $630,164.13.) This was the first year the plan was tried and course the credits were for many years’ work. The new credits for the following year have a smaller total, althoug sh many are for work taken previously. The totals will be still smaller next year. $10,584 teachers’ sala- 1922-1923 . Number of teachers eligible... . ... 309 . Number of teachers receiving credit... 169 Total number of hours of credit .1,259% ‘ Cost of new credits. . $5,038 Commission on Credit for Travel 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.) II. 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 Industrial B. P rofessional Value— . Relation to Subject 0 Educational Institutions Visited. 10% Cd clean Value— Painting 8% Sculpture 8% i 8% Architecture.......... 8% Literature TX 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 yeats previous to the time application is made. IV. 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 as attend a convention: . Delegate or representative of employer (salary and expenses paid). Attendant at own suggestion with: 1) Salary paid, expenses not paid. b) Salary and expenses not paid, « Some mutual arrangement. his last arrangement is the one described below. (Shortened Form of the Regulations) . Notre—For the purpose of more adequately uanamilii 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 = attendance at conventions. Later, Mr. Knapp made a permanent Commission, working for the supe sinninidions 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. Anyone wishing to attend a convention other Pe 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) Place and date of meeting. Probable length of absence. He may be asked to meet with the Commission in order 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 notr ) (b) Remarks. He will also submit an itemized statement showing exact amount of: (@) Time of absence due to convention, with dates. ) Railroad fare. (¢ 3 Pullman charges. (d) Tips. Cost of Meals. Hotel Charges. Note: Rebate allowed for items “ 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, ay answer questions of the Commission. . The Commission will feel — d in advising conhill attendance at conventions (in hope of credit), if at any time such action should be necessary in order to puneve the institution. After the Board of Education has allowed a claim it shail 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 half of the allowance is due.) Notre—The superintendent usually approves the recommendations of the Commission, but is not bound to do so. a "e" and “f" [65] Salary Schedule Educational Requirements: State Life Certificate and Normal Graduation (2 year course) and some actual teaching experience in the public schools, or State Life Certificate and College Graduation (4 year course) and some actual teaching experience in the public schools. Base No maximum for Rank 1. (The above material is from, The “Merit Plan” os payment and promotion of teachers, published by rd of Education, Highland Park, Michigan, Sheen, 1923.) aegis oe Salary Schedule - All teachers will be classified on the basis of inane and professional training, as follows: Class 1. ——— degree (or equivalent) from an — Bachelor's degree (or equivalent) from an approved institution. iss 3. Normal Diploma (or equivalent) from an approved institution. 2. Each teacher will be assigned a classification at the time of t. The schedule of each class shall apply th ae r until the maximum is reached, subject to the iaibmdboten rent 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 be bmp at - omen of employment. PS ple iaecmgy Be whose preparation, either professional * ee * ae or Rage that of class ree not be considered or 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. Classroom effectiveness and professional ee weiide hose bn canal Dae ek ora partial increment. Failure to earn a full increment in any will not ite to reduce the maximum any cation. 6. The provisions of this schedule to all grades. Teachers with equivalent training i enpesintion may receive equal salaries whether they teach in the secon- dary schools orin theelementary schools. Teachers with degree of classroom effectiveness than is exp: teachers with inferior training. UN tess App) TRAINING Propuces Betrer CLAssroom R SALARY RECOGNITION FOR SUCH ADDITIONAL Tr 1s Nor JUSTIFIABLE. 7. Salaries will be paid on a ten-month basis close of each calendar month; provided that in a to the regular monthly salary for May, teachers paid for one-half of the month of June. Salary the last half of the month of June will be paid 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 n June. Teachers who are employed for less t! 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 ap; professional summer school and to take approved wor in such schools not less often than once in four Leave of absence for professional study will be granted 10. All teachers new to this system are on probat tor a period of two years. Thereafter a teach is rated “C” or better may expect annual rea; ment so long as the other provisions of this sc! and rules of the Board of Education are complied Model Min- Incre- imum ments $1,600 10 x $100 1,400 10x 100 Class 3 , 000 5x 100 12. For each step in rating above or below the modal rating there will be an increase or a decreas: salary increment of $25.00. Thus, if the mod: a B teacher would receive an increase of $12 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 a: and professional training is less than that of a g: of a two-year normal school. (Usually 60 s 2. In general the applicant who has had one : years of teaching experience will be preferred | applicant who has had no experience. An ap who has had no teaching experience will be co: eligible provided said applicant has credit for n than six semester hours of practice teaching approved teacher training school. 3. No applicant will be eligible for employm: in the secondary schools (seventh grade, ' twelfth) whose academic and professional trai! not equivalent to that of a graduate of a {0 standard college or university (120 semester | Said professional training must include not less 20 semester hours in the field of education. [66] Ex Medi with teach Super applicant who is less than twenty-one vears they have secured a Normal Diploma (two years above of age will be considered eligible for appointment as a high school). After that thev shall be re juired to attend teacher in this system. such a school at least once every four yeat Mena, Arkansas, Salary Schedule 6. There may be held a teachers’ institute for a week ; ie fee prior to the opening of school in September. Attendance l l teachers will be classified on the basis of the at said institute may be require d of all teachers without rs following academic and professional training. additional compensation « 1 Iti . , . e « . Acdition Class A. Bachelor’s degree (or equivalent) trom an - ers will be ; teil teetione: All teachers new to this system are on probation “ approved institution. for a period of one year and m ect rea int nt ‘ < - > a é ay C app : a oe ;B. Normal Diploma (or equivalent) from an es , nga: Bs v8 pie pabagga aid at the i so long as the requirements of this schedule are met. the approved institution. rther that . Every teacher must be in class as outlined Ail a High School igh School graduate, with at least one . the scho ; . ie rules and regulations of the Board of Education must | _ £ ! summer's work in a teachers’ College on & and one year’s experience teaching su be complied with. § srience teac suc- T . ~ an ite” Goan _. dep 8. The following schedule will be in force after of scl cessfully. (Normal training course as approval and adoption by Board of Education ) choc . . : < yrOVal and ¢@ O¢ oO ; cation. Si cesh ol given in high schools approved by state Pt _— , : ; onth of Ge | cam than the department, counted as _ professional Minimum Increases Maximum 1 the 2 me 4 as Vie n of sum- training.) ‘ , Class A $900.00 9 x $90.00 $1860.00 Bor tn oh ). Successful teaching in other schools will be recog- Class B 775.00 9x 55,00 1275.00 nized : = Class C 675.00 9x 36.00 1000.00 3, Applicants whose training and experience does not exceed that of class three will not be considered eligible 9. Applicants with the greatest amount of successful Institute 7; > > > . . sehoole is for appointment after the adoption of this schedule. teaching experience will be preferred to the one with less Wor l > . Seow ti . Increases in salary are to be granted only when amount or who has had no experience. Candidates SE «3 earned and are not to be considered as automatic. with professional training given preference. Candidate _— effectiveness and professional progress in the classroom who has had no ex perience teaching must have had factors to be considered. Failure to earn the some practice teaching under the supervision of an approved ncrease will not operate to reduce the maximum to be _ instructor approved by the State Board of Education. ved work attained under any classification. yur years 5. All teachers will be expected to attend a profes- [he above excerpts from Salary Schedules and > granted, sional summer school and take approved work in said Eligibility Rules, issued by Mena, Arkansas, Board of k f PI , probation school not less often than once every two years until Education.) cher who eappoint- schedule lied with Salary Schedules In Smaller Cities Lawrence, Kansas, Salary Schedule 3. The “Pre Maximum” may be passed by Class Il teachers who secure an additional year of training | ta Patel | Bie Maxi-|Super beyond the two years required for that classification, Class} Definition of Class | itial| in- |Maxi-| mum|Maxi- this training to be approved by superintendent. Class | Sal- | creases | mum mum III teachers should receive additional training equiva- Me de lent to two six weeks summer schools in approved tating | institutions to pass the “Pre Maximum.” This addi- Teachers having less! A $75} None/$1300) None tional training must have been secured subsequent to than two years of} 5 | ralnian eheve Hi On| | the : a of this schedule. ' 8. The “Super Maximum” is reached by not more iat tha in 20 per cent of the group after a period of years in | Rating which a uniformly excellent record has been attained. Teachers having two/$1000)/A —$75/$1300/$1450|$1600 5. Class I teachers are a group subject to special — - , training B 44 legislation, but their increases and maximum may not above H. 8. but not| i€ 25} } | . . B. oe or| |D None be more than those set for Class II teachers. equivalent. | S | | OSE 6. A teacher passes automatically from one class to another on completion of the minimum scholastic . . i 7] > Teachers having A. B.|$1200/A $100|$1600|$1800)$2000 requirements for that class. degree, or equiva- |B 75 5 . cr lent. iC 25) . The Board of Education may, on recomme ndation her more a None of the superintendent and teachers’ committee, make , 0 J | sd to the . Se 2 SEEMS ae ee 3 exceptions, to this schedule in individual cases. 45 ; | applicant . . 8. Principals, supervisors and special teachers may appican Teachers holding |s13001 A “$125 None $2950) $2300) F \ i bal | onsidered M. A. or M. 8. de- B 75) receive compensation above that which they woul gree. Cc 4 secure on the schedule. r not less ID None 9 No lg 1 an increases are provided for teachers rated “Fair” or “Poor,” a teacher rated “Poor” is thereby automatically dropped from the system; a teacher nent as a through Explanation of Rating—A, Excellent; B, Good; C, rated “Fair” may be retained at the same salary, but a ining is Medium; D, Fair; €, Poor. second rating of “Fair” will serve to eliminate that four-year teacher automatically. “Initial Salary” is the salary paid the teacher 10. without experience for her first year’s work. “Annual Increases” are based on rating, each stad being rated by superintendent, principal and (The above schedule was adopted by the Lawrence, supervisors in charge of subjects by teachers. Kansas, Board of Education, April, 1921.) [67] The initial salary of a teacher with experience will be determined on basis of experience and credentials. r hours). less than 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. (5) 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) Semor 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 erter 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. > we" What determines the credits. . Professional preparation—education and train- a (ay. Each year of academic or professional study beyond the high school is counted as two credits. (6) 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 Superintendent of Schools and the Teachers’ Committee of the Board of Education, may add one or two credits according to the nature . a extent of the travel. . Experience. (a) Each year of service in Marshfield shall count as two credits. (d) 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 a or subtracted from a teacher’s salar on the basis of the quality or merit service rendered by the teacher. III. The schedule and the credits determinin; ments. Group Credits Annual Ye | Salary Incr E-2 5or 6 $1140 E-1 7or 8 | 1200 6 D-3 9 or 10 | 1260 6 D-2 11 or 12 1320 6 D-1 13 or 14 1380 60 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 7 B-2 230r24 | 1725 Ri B-1 25 or 26 1805 9 A-3 27or28 | 1900 A-2 29 or 30 1995 { A-1 31 or 32 2090 ) [68] IV. Limitations and directions to be observed in the operation of this schedule. 1. 2. w No teacher shall count credits based upon the service of teaching prior to September, 191¢ The highest classification for teachers offe: less that 6 “Education and Training” cr iis shall be class D-1; for those offering less than 8 “Education and Training” credits shall be class C-2; and for those offering less than 10 “ Educa- tion and Training” credits shall be B-2 . Teachers in the system whose work does not mérit the schedule rate may be paid a less amount. Special salary consideration. 1. Heads of departments in the Senior High School I. Classification. may obtain not to exceed $10 per month mor than they would be entitled to as regular class- room teachers. Special Teachers The teachers of the school for classified as special teachers are as follows: 1. Teachers of Special Subjects. (a) Manual Arts. (6) Domestic Arts or Home Economics. (c) Physical Education and Hygiene. (d) Librarian. iy ea Speaking. Commerce. ¥ ; Agriculture. i Teachers of special groups of children. (a) Teacher of the Deaf. (vy) Teacher of Ungraded Room. II. Rules determining the fixing of salaries of special teachers. 1. 2. Special teachers’ salaries are subject to a rules of the regular classroom teachers’ sch with this exception. (a) They may receive in addition to the regular schedule an amount not to exceed $200 per year. Other special adaptations may be provided b) action of the Board of Education whenever ‘ circumstances may make it advisable. Rule it 191 ¢ offering ” credits ss than 8 be class “ Educa- i. does not d a less h School th more lar class- sche e re gular $200 per vided by whenever Supervisors rincipals 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 classcoom te acher. 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 of Music, and Supervisor of Art. 1. Supervising teachers shall receive, not to exceed, $150 above the salary of a classroom teacher. [he 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 call 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. 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 “quality of service” and “the general contribution made by teacher to the school through loyalty operation.” Advancement. For Satisfactory service cement will erally be automatic ording to the Advancement in salary shall be gran classroom teachers who have but four “ Education and Training” credits, for attendance at summer! school on the following The school selected shall be approved by the Superintendent of Schools and the Teachers’ Committee of the Board of Education. (6) 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 These courses shall be accepted on conference with the Superintendent. 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. ' conditions: gi ade 8 secure d. Limitations. 1. No teacher shall receive extra compensation for having 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 exper- 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 ye ars, counts 9 majors. A three months’ summer course is 3 majors, a 6 weeks’ summer course is 1% 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. To the salary as shown on the accompanying table, For each year of experience in Winnetka aft first six years, add $3 to annual salary. additions may be made as follows: - : ; For efficiency rating of A during preceding year in ¢ or each year of general experience, after ¢! Wi k ‘ll be added 1 sal ourteen years, add $3 to annual salary. innetka, $60 wi a a For each major of professional improvement | For efficiency rating in B during preceding year in the 27 shown, add $16 to annual salary. For special work in scientific reconstruction Winnetka, add $30 to the annual salary. ; f : _ curriculum in Winnetka and preparation or new For each of the first six years of experience in Win- rials for individual i instruction, recognition is ¢ netka, add $12 to the annual salary. the form of a $35 bonus at the end of the yea: WINNETKA, ILLINOIS—CHART FOR DETERMINING SALARY Years’ Experience al 6 7 & | 13 1440 | 1446 | 1452 5 76 | 1482 1456 | 1462 | 1468 7 86 | 1492 | 1498 1472 | 1478 | 1484 ¢ 502 5 1514 488 | 1494 1500 506 518 5% | 1530 1516 hs 5s : 1546 1532 j 550 | 1556 | 1562 1548 566 572 | 1578 1564 f 582 | 1588 | 1594 1580 E 95 598 5 1610 1596 5 52) 1626 i 636 | 1642 52 | 1658 | 1674 | 1690 2 | 1908 1914 CHAPTER V Principles and Standards Involved in the Making and Administration of Teachers’ Salary Schedules The 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 131 and 132, adopted for its schools and its unwillingness to be satisfied with anything less than these standards. General Principles Affecting the Making of Salary Schedules 1. 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 capable 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 students 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 [71] SPE ehh en profession by the enactment of State laws. These laws have not resulted in securing large numbers of desirable recruits in the teacher training schools. Local regulations have been repeatedly passed increasing the standards for admission to teaching in that community, but these, as well as State laws, have failed to stand in the face of a shortage of trained teachers, where the alternatives were closed schools or lowered standards. Another element affecting the kind of women recruited for teaching is the greatly increased number of attractive occupations open to women since the time of the World War.! 3. Salary schedules should assure a max- imum of service and professional growth from all teachers. It is essential that salary schedules for teachers be so arranged and so administered that they hold out constant incentives to all to render their best services at all times, to do a better piece of work this year than last year, and to neglect no opportunity to increase their stock of infor- mation, or improve their teaching skill. A salary schedule which tends through assured salaries and automatic increases to lull teachers into a professional lethargy is either wrong in principle, administration, or both. Salary schedules which satisfy this prin- ciple are professionally constructive rather than protective devices. There is no doubt but that the guiding motive back of many campaigns for salary schedules on the part of teachers has been the protection which the schedule offered against the changing ideals and personnel of Boards of Education. It is equally certain that many Boards of Education have accepted salary schedules because of the protection which they afford them against the demands of teachers, either as individuals or in organized groups. Salary Campaigns of the Future During the five-year period between 1917 and 1922 teachers’ salaries throughout the United States were so inadequate, so far below salaries paid in comparable lines of work, and so far below what the increased cost of living justified, that frequent cam- paigns to increase salaries were necessary. In many cities more than one campaign was necessary since the first increases allowed were wholly inadequate. The principal emphasis during this period was entirely on increasing the amount rathe: improving the way in which that amoun; was secured or in the way which it w; expended. As previously shown, teachers’ salaries at the present time though stil! to, low, are as adequate as they were before th, War. The salary campaigns of the next fey years should aim not only to maintain and increase teachers’ salaries but also to secur, the adoption of schedules which will place a) ever increasing emphasis upon and offer a ever increasing reward for adequate training and effective service. There are some States and many individual communities wher salary campaigns, for one reason or another. were not started until the peak of high prices had been passed. In these unfortunat: communities it has been very difficult t secure the needed salary increases during the recent period of business depressio Such communities still have campaigns fo) increased salaries to wage. Even in thos places the chances of such campaigns being successful will be greatly increased } placing the principal emphasis upon a nev schedule which will meet the standards suggested in this study at the same time that it provides the necessary increases. With the exceptions just referred to, the majority of American school systems face the imme- diate problem of securing more and better teaching service for the money now received or the problem of maintaining the present school efficiency with decreased school reve- nues. It is not the purpose of this report to furnish in final form the type of material needed in salary campaigns. Superintendents and teachers committees by building upon ‘the data presented and by studying the reference given on page 114 should have no dificulty in preparing salary campaign material of the type which will be effec. tive in meeting the particular situation that exists in their community. If a com- munity can be assured that the total cost of teachers’ salaries will not be unduly increased, but that these costs are reasonab!) comparable to costs in other cities, and that as a result of the new schedule, teachers wl! be encouraged to do better work and increas their professional training, and furthermore 1 See Better Salaries—Better Citizens, Journal of the National Education Association for May, 1923, page 206, fv figures relative to this point. [72] ing reac mo! abo they W hi Salat l. Val T gene form ing | adec need and hims he ir be h econ it m! It discu of tr years is m teach liber train same spent defin cess 1 abilit the 8: Value No impre in kn to effi few y value ina § lace ar fret an raining Otates where 10ther, price § ‘tunate cult to during ‘ession mns for | those s being ed by ndards ne that With ajority imme- better eceived pre sent yI reve- port to late rial >ndents g upon ng the lave no mpaign effec- tuation a com- ral cost unduly sonably nd that ers will ncrease vermoreé that teaching, as a result of the new sched- ule, will recruit higher types of men and women, the success of a campaign for a new salary schedule in most American cities 1s practically certain. Specific Principles Affecting the Making and Administration of Salary Schedules Some of the more specific principles affect- ing the making and administration of teachers’ salary schedules directly affect more than one of the general principles listed above. For convenience in arrangement they are grouped under the general principle which they most immediately affect. Salary Schedule Principles Tending to Make Teaching a Profession 1. Salary Schedules Should Recognize the Value of Training. This recognition must not be in terms of general commendation, but must be in the form of tangible salary differences. If teach- ing is to become a profession, it must offer adequate rewards to those who secure the needed professional training. —The more time and money a teacher spends in preparing himself to teach, in other words, the more he invests in his training, the larger should be his returns upon that investment. This economic principle holds for other groups; it must also be made to hold for teachers. It is recognized here and in all subsequent discussions of salary schedules that “‘years of training” is not a constant term. Four years of work in a teacher training college is more desirable from the standpoint of teaching than four years of work in a regular liberal arts college. Even though one “year’s training” may not always mean exactly the same, yet, at the present time, a year’s time spent in school is a more constant and exactly defined element than teaching merit or suc- cess in instructional material or disciplinary ability and such other items as should affect the salary paid to teachers. 2. Salary Schedules Should Recognize the Value of Experience. No one questions the fact that teachers improve most rapidly in teaching technique, in knowledge of subject matter and in ability to effectively manage classes during the first few years of their teaching experience. The value of this experience should be recognized ina salary schedule, whether this experience is gained in that particular city or in another school system. 3. Salary Schedules Must Discourage or Prevent the Employment of Teachers with Less Than the Accepted Minimum Training. When it is necessary to employ teachers who do not meet the accepted standards for training, salary arranged that teaching will not offer a career to those unprepared individuals. in which these teachers are paid should either tend to eliminate them from teaching, or by means of further additional training lift them from the class of unprepared to the group schedules should be so [he way of prepared teachers. 4. Salary Schedules should Provide Fi- nancial Recognition for Work Special Training in Addition to the Regular Training of Teachers. Where it is necessary for a teacher to have special training in dietetics, or in nursing, or in handling backward and feeble-minded children, or any other such work in addition to his regular training as a teacher, the additional salary paid such a teacher should be enough to warrant the additional invest- ment of time and money needed to secure this special training. 5. Salary Schedules should Make no Dis tinction Between the Work in the Different School Divisions. Requiring There is no evidence showing that the teacher in the lower elementary grades does not need or could not make as valuable use of as much training for her work as the teacher in the high school. The training, of course, differ in kind but not in amount. There is reason to believe that a teacher in the primary grades with training comparable to that of the teacher in the high school can make the experience of the children under her direction richer, more complete and more valuable to society. (nother result of adopting this single basis fur salary schedules will be the assistance that such a schedule offers to the gradual increase of the standards of preparation for teaching. The presence of even a few teachers in the elementary schools who have spent four or more years in training beyond the completion of the high school, and who are paid salaries comparable to the teachers in the high school, will do much to encourage other elementary teachers to increase their training. School patrons will come to realize would [73] from the work of these few teachers the desirability of this additional training. As this realization becomes more general, gradual but certain increases in standards of training may be looked for in American cities. 6. Schedules Should Be Based Primarily Upon the Salaries Which Will Attract Cap- able Women. There is no logical economic or social justification for providing a salary schedule for men differing in its provisions from the schedule provided for the women in the same city holding the same positions. Whether or not salary distinctions between men and women shall be made, however, is a matter for local consideration and local settlement. Some cities still consider it desirable to have a certain number of men as teachers, particu- larly in the high school. There is no doubt but that it is as desirable to have some strong men in a teaching staff as it is that there be strong women on that staff. Just what is the influence of these men and just what is the value of this influence can be stated no more exactly than can the answers to similar questions concerning women teachers. The fact remains, however, that the same salary under present economic conditions will not secure as strong a man teacher for a given position as it will a woman. This is due largely to these facts: First, many more men teachers have families entirely dependent upon their earnings than do women teachers. It is equally true that young unmarried men entering the teaching profession, if they are thinking of teaching as a career, must think of it in terms of its promise to them as potential heads of families. Second, for tra- ditional and other reasons, more fields of work are open to men than to women, which increases the economic competition. While these facts within themselves do not consti- tute a reason for higher salaries for men, they are definitely operating year by year to decrease the number and effectiveness of the men entering teaching as a permanent career. Knowing this fact, a community wishing to retain some men among the teachers of its children must decide for itself whether it wishes (a) to pay the additional cost for men who will be comparable in ability to the women, (b) ‘whether it wishes to pay the same salaries for less competent men, or (c) [74] whether it will pay the same salaries ¢ and women, select the most capable and the schools staffed entirely by women | ers. Provision has not been made in the ules suggested in this chapter for differen; salaries for men and. women becaus growing tendency not to make such < tions. When, however, it is desired t: such a difference, the difference sho: expressed in terms of a flat sum whi men should receive over and above the ; which they would be entitled to in th. posed schedule. The salaries in the s ules proposed in this chapter are not than enough to provide a living saving for teachers and at the same time i: strong men and women to enter and ren in the teaching profession. Salary Schedule Principles Tending to Secur: Retain Competent and Desirable Peop|: Teachers. 1. Salary Schedules Should Establish \ imum Salaries that will Provide a Desirab| Standard of Living. If teaching is to attract boys and from the better homes, it must mal possible for these young people to teaching without lowering the standard living which they have been accustom It should not be necessar\ at home. teachers who have spent two or mor beyond the high school preparing for their work, to have to take “room and boa under undesirable conditions; to do som all of their house work in order to make ¢ meagre salaries last out the month, and | return to their families penniless pedagos: prodigals to be cared for during the fina: lean months of the summer vacation. 2. Salary Schedules Should Assur Reasonable Rate of Progress from Established Minimum Salary to the mum provided in the Schedule. Salary increases or increments shou! of sufficient size to be perceptible i) teacher’s annual budget. This in should be large enough to make possi trips to places of national interest, c uation of music lessons, an extension or some other expenditure which will a his efficiency as a teacher, and not go m i] and as the vA. viaXl- the ase ble tin- rse, 1 ti ] reiy to the payment of back debts or the securing tov cap fro occ of ; mo con any real suc fore Wor sala ma) ten edu the fror 4 Fle bec prog witl pose the: sure and ople as sh Min- esirable nake it OD enter lards of ymed to ary for re years or their board” some or ke their nd then agogical ancially sure a ym the > Maxi- ould be in the increase possible contin- } course, ll add to > merely securing of a better boarding place. ‘This increase should approximate 10 per cent of te salary. This is conservative, siace it stands not only for interest upon his investment in training, but also for the increased earning power resulting from successful experience. In- creases should vary in number and amount for teachers with varying amounts of training and experience. These variations should be determined by the maximum salary to be received and are justified on the same grounds that varying salaries to teachers with varying amounts of preparation are justified. Six increases are recommended for teachers with two years of standard normal school training and from eight to twelve increases, depending upon the size of the maximum salary, for graduates of colleges and universities. 3. The Maximum Salaries Provided in Salary Schedules Should be Such As to Promise a Career in Teaching. Maximum salaries should be high enough to justify looking upon teaching as a career and remove it from the “stepping stone” class of occupations. Such maximums will serve as one of the strongest attractions toward teaching for the ambitious and capable young men and women graduating from high schools and selecting their life occupations. Itis certain that the possibility of attaining high maxymum salaries will do more to attract men and women of ability, community and educational leaders, than any other element in a salary schedule. The realization that hard work and deserved success may be financially rewarded without forcing the individual into administrative work is a positive result of higher maximum salaries. Another distinct value of higher maximum salaries is that these salaries will tend to hold teachers longer in the field of education and thus save to the schools and the children the increased value which comes from their experience. 4. Salary Schedules Should Provide for Flexibility in Their Operation. The moment that any salary schedule becomes so fixed and automatic that the progress of one teacher is always identical with that of another, the fundamental pur- pose of a salary schedule is defeated. Where the emphasis is placed, either by the teachers or the Board of Education, upon the pro- tective element of a salary schedule, the pos- sibility of paying unusually capable teachers more than the less capable teachers is abol- ished. When this possibility is removed a school system may expect constantly to lose its best and most valuable teachers. Sucha salary schedule, selfishly administered, makes that school system a training school for other communities where the teachers are more professionally minded and the citizens more far-sighted. It is poor economy for any school system to lose its best teachers be- cause the salary schedule makes it impossible to pay those teachers slightly more than other teachers with the same experience and training, though much inferior in teaching ability. Teachers should realize that it is to their personal advantage, as a group and in the end as individuals as well as to the advantage of the community, to have reason- able flexibility and especially at the top of the salary schedule. This will make it pos- sible for those who demonstrate unusual ability and who are willing to work hard enough to secure extra salary in recognition of that ability and that work. The mere fact that such additional salaries are paid to even a few teachers will be a constant incentive to all ambitious teachers in the city system and will help to secure the maximum service at all from all teachers. 5. Salary Schedules Should be Adjusted to Cost of Living and to Living Conditions. Every community must make its own local adjustment to cost of living and to the desirability of the living conditions offered its teachers. Small cities in suburban areas will have to pay salaries equal to those paid in the larger nearby cities in order to retain their best teachers. Other small cities so far removed from large cities as to make their isolation an undesirable feature must pay higher salaries than more favorably situated communities in order to secure teachers of similar ability. There will often be times in the development of any particular city when living costsinthat city areabnormal. During such periods it is only fair that salary adjust- ments should be made to cover these ab- normal costs. times Salary Schedule Principles Tending to Secure Con- stant Growth and Service While Teaching 1. Minimum Salaries, Maximum Salaries and the Number and Size of Increases Pro- vided for in any Salary Schedule Should be so Arranged that There is at all times a Constant Urge to the Teacher to Render His Best Service and to Improve his Training and Preparation. It should not be possible for any teacher to experience that hopeless feeling of attain- ing a maximum salary with its accompanying realization that in that system there is nothing beyond. If the single basis principle is adopted, every teacher realizes that addi- tional courses and further study, as well as a number of other means of improvement, will enable him to increase the salary he is then re- ceiving. If this is properly provided for in salary schedules, it cannot justifiably be called “baiting” teachers. It is simply a recognition that time, energy and money spent in addi- tional preparation will bring financial divi- dends to the teacher as surely as the same money invested in bonds, building loan asso- ciations, or other investments. If this is not a recognized principle in constructing salary schedules, financially shrewd teachers may be expected to invest only minimum amounts of time and money in additional training. Actual practice at the present time recog- nizes an annual increase of $200.00 as the minimum increment which should result from an additional year of academic or professional training. Care must be exer- cised in determining the number and size of increases in a salary schedule in such a way that teachers can afford to take training beyond the first academic degree. Many salary schedules are so arranged that a teacher who takes a Master’s degree must remain in service twenty or twenty-five years before she regains the salary lost during the year at school, to say nothing of the money spent in securing that additional training. 2. Salary Schedules Should Provide Finan- cial Recognition for Elements Increasing Teachers’ Professional Efficiency. The custom of paying teachers a given sum for the year that teacher attends Sum- mer School assumes that the benefits derived from attendance at that summer school are not a part of the teacher’s permanent equip- [76] ment. On this basis, the assumption be made that a four-year teacher tr: course would be valuable for only fou: instead of during the entire teaching | the individual. If attendance at su school is desirable, the fact should be ree. ognized that that improvement is a p. nent one. The salary schedule should a permanent increase for that summer schoo] attendance. If one-fourth of a regular year's work is accomplished during the summer session, it is justifiable that $50, one-fourth of the recommended increment for a work, should be granted as a permanent salary increase for those teachers attending summer school. The same principle would hold for the successful completion of exten- sion courses, for travel and all other means of increasing the teacher’s professional equip- ment. 3. Salary Schedules Should be Readily Adjustable to the Payment of Teachers on a “Merit Basis,””» When Such is Desired. There are growing demands from tax- payers and school patrons to have teachers paid according to the merit of their service. This has not been included as a basis for sal- ary schedule making at the present time. Its omission is not indicative of a lack of value, but rather of a lack of adequate basis fo: determining teaching merit. Both “years o training” and “years of experience,” even with their wide variations in content and value, are more constant units than the fact that a teacher is a Quality A or Quality ( teacher in teaching ability. Schemes fo paying teachers according to merit ratings can only succeed when both teachers and those who rate their work are interested i1 having the plan succeed. When all members of the educational staff believe that it will be for the best interests of the schools to pa some exceptionally strong teachers mor than other teachers with the same training and experience doing the same work, it wil! be possible co-operatively to develop plans for paying teachers on this basis. |he adoption of this plan will not affect the | minimum salary, nor in most cases the maximum. Its real effect will be in govern- ing the size of the annual salary increase, thereby determining the rate of progress from the minimum to the maximum. |! this plan is accepted, its limitation nel” ummer -fourth 1 year’s manent tending » would * exten- means | equlp- Readily hers on sired, im tax- eachers service. for sal- ne. Its f value, asis for years of . even ‘nt and the fact ality C nes for ratings ers and ested in em bers r it will 5 tO pa\ § more ‘raining it will D plans be he ect the ses the gove m- ncrease, yrogress um. If Ns ad- ed, its inaccuracies safeguarded when- possible, and its effect upon the total ‘rather than its effect upon the salary increase of an individual teacher considered, there is no doubt but that it will furnish a strong incentive for every teacher to do his best work at all times. Suggestive Standards for Salary Schedules [he following suggestive standards for salary schedules for cities of varying sizes combine the best actual practices with the principles outlined in this chapter. Every salary schedule must be made to fit the particular situation in which it is to be used. For this reason, the standards set and the form used in this chapter should be consid- ered only as suggestive. The standards are higher than those generally in operation in the country, but with a few exceptions, not higher than have been accepted in a number of the most progressive cities in each of the size groups. The standards are ideals, but attainable ideals as some cities have already demonstrated. If they are considered in this light, they must also be thought of as tempo- rary ideals. The economic changes and the elevation of educational standards may in a very few years radically change either the amounts or the methods of paying these amounts. It is thought better, however, to set standards that will affect the practice of the immediate future rather than set them so high that they will stand “ahead of prac- tice’ over a longer period. In the suggested schedule given in Table 54 the following principles are exemplified: 1. Salaries are weighted tor the size of cities. This is recognized by actual practice, and probably represents the difference in cost of living and other necessary expenses in the larger cities. This difference must not be applied too exactly. Some cities of 5000 population will have to pay more than other cities of 50,000 because of their proximity to some larger city, some unusual industrial condition, or some such peculiar element. Some cities with higher ideals of what they expect from their schools will pay salaries equal to those in much larger cities in order to secure teachers with the necessary quali- fications. It is to the credit of a city of 8000 that it pays salaries comparable to those of a city of 75,000, provided it secures the better service which it should receive under these conditions. 2. Teachers with varying amounts of train- ing are paid varying minimal and maximal salaries. Each year of additional training is given an initial increase of $200.00. This amount is approved by practice in the United States and affords a fair return upon the investment involved in an additional year’s schooling. 3. The assumption is made that the more professional training a teacher has the longer he will remain in teaching. It is also reason- able to assume that teachers with longer petiods of professional training will “grow in service” over a longer period, and, there- fore, should be encouraged to remain longer in teaching. On the assumptions, teachers with more training basis of these two are given progressively more and larger increases. This provision also serves to encourage teachers to continue their profes~ sional preparation, since each higher class holds forth the financial inducement of a distinctly higher maximum. 4. Professional training should be looked upon as an investment, and schedules must make such increased investment both pos- sible and desirable. In the majority of salary schedules now in force in the United States, it is a poor financial investment to go beyond the completion of a two year normal school course, and certainly beyond the attaining of an A. B. or B.S. degree. This will be made clear by consulting Table 55. Assume that five teachers have just completed a two-year normal school. Teacher A begins to teach in a city over 100,000 in population. Teacher B continues in the normal school for an additional year of work and then begins teaching in the same city. Teacher C goes to a teachers’ college, secures an A. B. degree and goes to the same city system to begin teaching. Teacher D also attends the teachers’ college, but stays for the Master’s degree before starting teaching. Teacher E completes a college course and then takes the three years of graduate study required to procure a Ph. D. degree before starting her work in the same city. ‘The table gives the earnings of these five teachers for a period of twenty years following their graduation from the normal school. This table does ‘SOSSB]O ;VIOeds esoTy JO BuO ) UL BINPoeyos OY} Ul WOPSe] BIQuIISOP SMOT]Y OSV 4 “sjooyos YSIY 10 AIwQUEWIE]e FMOYWIP O10UI IO 10310 jo syedioutid puv ‘suioos pepeiZun jo sz0yove; ‘s] sjyoofqnes — yons 105 Arvyes |* ipp® OoOcs 93 OOS pt 17B[NFei v 2d pjnoys uolwoNpyY jo pavog oy} PouInss¥ oq OF Olu serzr]Iqisuodse yeroeds 40 poezTTVpIdvo oq OF BIB SeTPT IGE [vweds voy 40 ‘edroutd 20 JeYyove, B JO Zurues9 1BiNFe1 oY} Ul pephpout you spey pewods ul Sururesy peuCIpIppw 103 [VO suOWZISOd US| AA “OINgBU UT [BUOCTJONIZsSUT IO SATPBAQSIUTLEpE Ayluvurtid st Y1OM 104} JeyYZoyM UO Bulpusdoep san peyos o1svq osey} JO 19440 GY} JO GUO TO Peov]d oq ABUL POLISEP SI SOLIVIVS JO BINPoYosS B WOT JO} HVzS [OOYOS OY} JO ssoquUIEU [TV 0ze x 8 00ze OF6S ogee x 8 00s OZT19 ore x 8 OOFE ooe9 ose x 8 oose "Cl “Ud [Oouog euossejorg 10 ApsIEATU A S8BICQ | ogz x | Q08z OL6F 06% ¥ £ 0062 oor 00g X Z ore x 2 oore e S1¥0A ¢ “N'Y [00yog peuorssejorg 10 ApsreATUQ, AT SSB | o9z x ¢ 08z x 9 0062 svat F ‘a ‘Vv ey [BUOIss9jO1g 10 BBAPOD II] ssBjD 09g * ¢ SIBOA E BAJO 10 [OOYOY [BULION J] S8¥ID OFZ X F siwok % JOOyOR [WUION puwpunyg | seu.) Aseyeg =| sostesouy jenuuy | yewyuyy | jeuyxeyy | jenuuy 000°08 © 000‘9 000°001 9 000 Jo uopendodg & YA SOND Uy sjedpouyg Ogle O9LF O9IF 009€ osogs Aaeyeg eux eA 0092 OOF] 00ZZ$ Aaeyeg rewyUy A OZEF ose OZZES AIBIeS [BUxey OLZ *® 00LZ 008% OOZES OStF 0068 ogees 06% x 9 012 x ¢ 0st & sosvolouy enuuy OG * 0@e * sasvasuy jenuuy 000°s 49pun Osor ooses Areyeg jeuyxeW 0&s * F sesvesuy | ajeg ooses Aaeeg fewyuyAL 000°001 4940 OOFF O@PE O88Z O8ES oes * OF 061 * 6 O11 x 8 ost x 4 0062 OO8T O09T OOFT 009% O19E 090€ O£Ss 00€Z 006T OOLT oosT O08F 0088 OFZE 0ZLZ OFZ * OT 002 * 6 ost = 8 oor eZ ose * OT Ol * 6 06r * 8 OLT ZL 0006 008T OO9T OZFE OFT 0682 OZ618 OZI * 00zI$ 0806S oft * 9 ooets i ZI It or 6 8 OFS Z OrL * 9 OOFTS 00tZS ogis x 9 9 £ b £ Asnyeg sosvousuy | Aseyesg Aaeyeg sosvosouy Aaeyeg reyes Areyeg Areyeg sesvel2uy jwuyxeyy | jenuuy 000°001 2240 jenuuy | jew 000‘ 4epun Theol id A ewyxeyy | jenuuy jewyxeyy | jenuuy | jeuyuyy 000% © 000°S 000°001 % 000‘08 Jo uoHendeg & YILA SOND Uy S19yI"e], WoOISsE|.) SHINGAHOS AUVIVS GALsSANNNS—'*s ATAVL fewyur not show the expense incurred by the four teachers. who continued their professional training. This expense was particularly heavy in the case of Teacher D and Teacher f. From this table it is apparent that even with such a salary schedule as the one pro- posed in this section it is not a profitable investment to secure training above the Bachelor’s degree. The small financial profit resulting from a Bachelor’s degree and a Master’s degree are not realized until toward the close of the twenty year period—a period almost twice as long as the average teaching life for American teachers. 5. Salary schedules which are simple in form are more flexible than those giving in great detail the schedule for all types of employees. As previously stated, inflexi- bility in a salary schedule defeats the funda- mental purpose of a salary schedule. A larger element of flexibility is introduced by adopting a schedule similar to that proposed and then providing simple regulations to cover special cases. For example, the rule to provide heads of departments in high schools an increase of from $100.00 to $300.00 TABLE 55. above the salary which that individual would receive as a teacher will allow the adminis- tration more freedom than a fixed schedule for heads of departments, since the size of the increase can be varied with the number of people in the department or with the difh- culty of the position. The same principle holds true for positions carrying special responsibilities or necessitating special or additional training, such as that required of special supervisors, teachers of backward children, vice-principals, demonstration teachers, critic teachers, other positions. These special positions, even when the work is similar may not call for the same ability in the teachers holding them. For example, it is often desirable to send one of the stronger supervisors to a new section of the city where the problem is acute, even and such though the number to be supervised is small. Salary schedules with general provisions for special teachers will make it easier to do this than when the schedule specifies the salary in terms of number of teachers super- vised. The same principle is equally true in the proper placement of principals. As long APPLICATION OF SUGGESTED SALARY SCHEDULE Teacher B graduate of 3 year normal school Teacher A graduate of 2 year normal school Years following completion of standard normal | | | > 2 ; 1 1700 1870 2040 2210 2380 2550 2720 2890 2890 1650 1800 1950 2100 2250 2400 ' 2400 9 2400 10 2400 DWAIDore WOK! Total earned at end of 10 years 20 850 21,250 2890 2890 2890 2890 2890 1 2400 1: 2400 li 2400 1 2400 li | 2400 Total earned at end of 15 years 32 ,850 35 ,700 2890 2890 2890 2400 2400 f 2400 & f 2400 2890 20 2400 2890 Total earned at end of 20 years 50,150 Teacher D graduate of a Teachers College with B. S. and A. M. degree 4 5 Teacher E graduate of college with A. B. and Ph. D. degree Teacher C graduate of Teachers College with B. S. or A. B. degree $1900 2 2090 $2100 2280 2310 2470 2520 2660 | 2730 2850 | 2940 3040 3150 3230 336 20 ,520 19.110 15.000 3750 1000 4250 4500 4750 3570 3780 39900 3990 3990 3420 3420 3420 3420 3420 37 ,620 358 ,430 36 , 250 5000 5000 5000 5000 5000 3990 3990 3990 3990 3990 3420 3420 3420 3420 3420 54,720 _ | Attending normal school. sional school. 2 Attending teachers college. * Attending college. ‘4 Attending graduate profes- [79] as a principal’s promotion depends almost entirely upon the number of teachers or pupils in the building, the superintendent will be handicapped in placing principals where they will render the most valuable service to the city. It is not unusual to find a small building in a foreign section in need of the strongest principal and the strongest teachers in the entire system. A schedule as flexible as the one proposed makes it possible to make proper adjustments for such situations. Needed Adjustment in Introducing a New Salary Schedule Whenever a new salary schedule is adopted a number of elements must be carefully safeguarded during the transitional period of two or three years following its adoption. The success or failure of the new schedule will often depend upon the clearness with which these elements have been seen and provided for. Some of the most important of these are mentioned in order to insure that they are at least not overlooked. 1. The cost and especially the increased cost of operating under the new schedule must be studied and accurately known before hand. This will prevent unjust criticism of the new schedule, since it is possible to state before hand how much of the increased cost is due to the provisions of the new schedule, how much is due to the employment of additional teachers to take care of increased enrollment, and how much of the increase is due to the regular salary increases that would go to teachers under the old schedule. 2. Provision should always be made for those older and more experienced teachers who have been in the school system a num- ber of years, but who do not qualify for Class I in the salary schedule. fairness to these teachers and to the younger Both in ] teachers who are entering the system under present standards, these experienced teachers must not be penalized by the new scheduk It is not necessary for them to receive the maximum salary given teachers with mor adequate training, but on the other | their salaries in no case should be below they were getting on the old schedulk is even wise to make special provisio: teachers who have less than the desired amount of preparation, but who have taught in the schools of that city for ten, fifteen or twenty years. In this way these teach- ers may be paid comparable salaries with- out forcing them to complete normal school or college courses. 3. In any new schedule which provides for increases in salaries paid teachers, the salary should not be made retroactive. Teachers should not expect to go to that salary in the new schedule which their train- ing and past experience would entitle them to receive had the new schedule been in operation throughout the period of their experience. The safest transitional program in this matter is to give each teacher on the new schedule the salary that is just above the salary which he has been receiving under the old schedule. Another method give the teacher on the new schedule the salary which is nearest to the one which the teacher would have received had the old schedule remained in effect. these plans will put the new schedule into operation with very little, if any, additional cost over what the old schedule would have called for. 4. Where a distinct change is made in the minimum salary offered, the minimum should be increased gradually from the old minimum to the new, otherwise it would be possible for beginning teachers to receive a larger salary than teachers who started with a lower 1S to TABLE 56.—METHOD OF INTRODUCING ee SA MINIMUM FROM $1000 1200 Amount received in To receive $1200 minimum. [80] Either one of mu: inc! ove min mel by | this old $12 pay gest tral mur >. ule som vhat ile It ion for desired taught hiteen teach- 3 with- l school rovides rs, the active. ‘Oo that r train- e them een in f their rogram on the ove the under | is to ule the ich the he old one of le into litional id have > in the should nimum vossible larger a le ywer M $1000 1928 11600 1530 1460 1390 1320 minimum and who have had one or more of experience in the schools of that city. teachers receiving less than the new minimum were increased in salary to a point where they would receive more than begin- ning teachers, it is difhcult to explain why this increase should not be given to all teachers receiving less than the new maxi- It will distribute some of the increased cost called for in the new schedule over a period of four or five years if the minimum is increased gradually by incre- mum salary. ments less than the annual increase provided by the new schedule. One method of doing this is shown in Table 56. Assume that the old minimum was $1000, the new minimum is $1200, and the annual increase $120. By paying beginning teachers the salaries sug- gested in the table there would be a gradual transition from the $1000 to the $1200 mini- mum. 5. The introduction of a new salary sched- ule will often cause a seeming injustice to some of the teachers. Such individual cases should not be the basis for determining elements in the salary schedule. It is much easier to make special adjustments which will be fair to those individuals and make the salary schedule provisions fit the needs of the majority rather than the individual. 6. If provision is to be made in the sched- ule for salary increases for attendance at summer school, extension courses, travel and the like, this should be worked out in detail by the superintendent and teachers before the schedule is adopted. Such questions as the desirability of recognizing less than a full summer school attendance or the number work taken before salary increment is given should of hours of extension that must be all be decided before the schedule is adopted. Unless these matters are so discussed and decided, the immediate effect which the new schedule should have in encouraging teachers to increase their preparation will be delayed during the period that these matters are under discussion. APPENDIX The subsequent tables present data in addi- tion to that which occurs in connection with the discussion of Chapters I to V. In the March, 1923, Research Bulletin of the National Education Association, which presented the preliminary tabulations of the city school inquiry, will be found tables re- sulting from the city school inquiry in addi- tion to those found in this report. The tables in the Research Bulletin will be especially valuable to those who desire detailed distri- butions of the salaries paid the various classes of teachers and principals provided for in the inquiry (see page 109, columns 2 to 11), segre- gated by States and by size of city. Three of the tables of the type that are available in the Marth Research Bulletin are reproduced on pages 88 to 90. These tables concern ele- mentary teachers, senior high school teachers, and supervisory elementary principals found in cities over 100,000 in population. It was impossible to print all of the tables of this type in this report without making it too bulky, and it was unnecessary to reprint them here since they are available in the March Research Bulletin. State Salary Medians Tables 57 to 61 present in summarized form by States the median salaries paid teachers and principals in the 964 cities which reported, classified in five population groups. Columns 2 to 6 in Table 57 give a good in- dication of the progress that the kindergarter movement has made in the cities of the « try. Progressive cities of all sizes are rapid recognizing the desirability of kindergarter instruction. Out of the 325 cities replyin; 2500 to 5000 in population, 90 or 28 pe: reported salaries paid kindergarten tea Ninety cities employed 177 “regular kinde: garten teachers in full charge of a kinderg room.” The fact that in the smaller cities the median salaries paid kindergarten teachers are generally higher than those paid cle- mentary teachers is due to the fact that kindergarten instruction has been thus far provided for by but a fraction of the smaller cities of the progressive type which maintain salary schedules somewhat above the aver- age paid in similar sized cities. Most of the large cities reported salaries paid kindergarten teachers. In the large cities the kindergarten median is slightly below that of elementary teachers. This is probably the result of two factors. In a few cities the kindergarten schedule is below that of elementary teachers, and kinder- garten generally have had a shorter period of experience than elementary teachers. A comparison of the median salaries paid elementary teachers as given in Table 5/, umns 7 to 11, with the table given on pay of Bulletin One of the Research Division’ clearly reveals that between 1921-22 and 1 Bulletin One of the Research Division, National Education Association, Facts on the Cost of Public Education TABLE §7-—-MEDIAN SALARIES PAID KINDERGARTEN AND ELEMENTARY TEACHERS, 1922-23 Kindergarten teachers Elementary teachers in cities with a population of | in cities with a population of States . . . a gutta . 2500 5000 10,000 | 30,000 2500 | 5000 10,000 30,000 to | to to | to Over to to to to Over 5000 10,000 30,000 100,000 | 100,000 5000 10,000 30,000 100,000 | 100,000 wl ; “= a i i. # § ) J rT United States... .. $1193 1264 3 1105 1200 j 277 1467 1876 oe sae 825 | 816 961 227 1450 2: 1400 | 1466 ° ‘ ‘ A a TT 1450 3: j 59 1433 1507 1275 | 2 1225 1342 nnecticut.......+++-- 25 5 | 28 515 1166 1144 elaware.. 2! 1060 ae istrict of Columbia. 2 ie - SoU S41 a ae ‘ : . nate 1394 1290 275 2057 940 1016 NGIARE. oc cocecbsecccecs 1250 | 583 . 82 1090 owa 150 44 | (158 a , 1142 1150 | 12 Y 1054 Kentucky . os elawdeks-s | ¢ 750 LOUISIANE. ...ceecccseces —_ sees , Maine 950 Maryland. . ee eh ft ; Massachusetts.........-+- | .-| 1200 32: 1516 Michigan | 1233 | 1239 : 1404 Minnesot@.......-eseeeees | : | 1366 | é 1500 es the Missiseippi.......+++++-++ Ree ae = : MisSOUF]. .cccesccceccsecs 1600 acner;s Montana Bic ‘ . id ele- NebeeeRiaseced etc kiccucs 1200 | ) 1240 | Nevin c6.2dmees see tees ida aned New Hampebire.........c0}seecsecee|eesecees lus tar New Jereey...c..seecceees 5% 1493 1570 1686 1162 , New Mexico..........+-> 1250 smaller . ‘ 1333 aintain North Carolina..........- on North Dakota Pe 1300 | 1050 { Oregon Pennsylvania Rhode Island...........-- South Carolina........... South Dakota...........- Tennessee Texas Utah +) # ca ie { } ‘ Vermont | | ‘ | 5 aaah ae 786 1004 Virgie. sweet o0 oe ececs 1300 or 75 } 796 Washington. ........-..++. inte kg a pees 1590 1296 1265 West Vie aan 0600 ccloscascesdes y ™ 1040 1020 Wisconsin 65 1096 16 dl 1969 1129 1143 Wyoming ee §85 i.. ‘ 1250 , __ Read Table 57 as follows: $1193 is the median salary paid kindergarten teachers in the United States in cities with a population of 2500 to 5000. $1366 is the median salary paid kindergarten teachers in cities of this size in California, etc. Similarly read median salaries paid elementary teachers. 1922-23 there was a decided increase in the salaries actually paid elementary teachers in all sized cities. Table 58 gives median salaries paid Junior and Senior High-School teachers. It is probable that the Junior High-School teachers’ tables are somewhat diluted by the inclusion of teachers instructing in the upper grades of elementary schools that are Junio; High-School in name but not in actual organization and curriculum content. It is gratifying, however, that so cities have recognized the desirability of ; TABLE 58.—MEDIAN SALARIES PAID JUNIOR HIGH-SCHOOL AND SENIOR HIGH-SCHOOL TEACHERS IN 1922-23 Junior high-school teachers in cities with a population of Senior high-school teachers in cities with a population of 10,000 | 30,000 || 2500 | 5000 to to to 5000 10,000 — | RB RS 1469 | 1567 1086 1050 10,000 to | 30,000 to Over 30,000 100,000 | 100,000 i ~ 4917 2487 | 1607 = g -_ | 1670 | 1398 Read Table 58 as follows: $1271 is the median cities with a population of 2500 to 5000. $1525 is the paid junior high-school teachers in the United States in id junior high-school teachers in cities of this size in Arizona, etc. Similarly read median salaries paid senior -school teachers. least beginning the organization of Junior cardiac and other atypical classes) and school High-Schools and that teachers in this type nurses. of school are receiving salaries somewhat in im | Some Of the 325 cities reporting between 2500 accord with the additional qualifications that and 5000 in population 89 cities in 26 states reported the employment of 251 special class [he salaries paid both Junior and Senior teachers at a median salary of $1563, as High-Schools are still too low, however, con- compared with the median of $1105 paid sidering the qualifications generally required elementary teachers in cities of the same of teachers in these schools. size. Similar differences exist in the other fable 59 gives the median salaries paid populationgroups. This is due to the highet special class teachers (ungraded, sub-normal, schedule under which special class teachers 1 have been demanded for this type of work. SHOOL Over TABLE 59.—MEDIAN SALARIES PAID SPECIAL CLASS TEACHERS AND SCHOOL NURSES IN 100,000 1922-23 2487 " Special class teachers School nurses in 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 to Over to to to to Over 5000 10,000 30,000 | 100,000 | 100,000 5000 10,000 30,000 | 100,000 | 100,000 I ind e ; 4 5 7 > United States. . $1563 1463 1578 553 2¢ 1388 25 1510 1395 1423 Alabama... o% 5 “ , Arizona . 2050 2000 California......... 2036 ] 202 1550 Colorado ° 1417 l 2101 1575 Connecticut rr 1183 517 1550 1792 165 1350 Delaware - ‘ 1533 District of Columbia. . Florida os Georgia ‘ ° 1500 1000 Illinois ¥ +" , 373 2488 1450 Indiana owa ‘ . Kansas > | : 52! 165 1800 : 1360 cas aBeBh rc os ccccke, , 1750 Maine ; a shot ; Maryiand , ; 1916 ‘ as , Massachusetts 28! 5 1719 1050 1400 ENR aa0 ce die os > 0s 39% : 58° 1592 2124 1275 | 1375 REE bows cncce | 1525 18it 1665 1450 ; 1400 Mississippi ane a ob - ‘ e : 5 ails Se 1550 Missour1 ee SY te dee a a 2062 : ‘ Montana Silat. eles ; ; 1550 1550 cies 1550 -1000 1575 1364 ees New Jersey........... { 1560 | 1817 : 2192 1275 1500 OW ROUMERR sss oceess> 1266 1525 2631 1500 1600 North Carolina.......... on 1225 1550 | ereees North Dakota......... ‘ : ; i iettieine , 1350 Ohio 95 1490 2083 192. ] eee 162 ae 1660 ] Oregon , 55 1500 1350 Pennsylvania | 13¢ 1566 f 2: ; 5 1250 5 l ‘ oU Rhode Island } P 1366 5 South Carolina............] 550 250 South Dakota.............].. bis adhe s Oboe ibe ta sie. die Oa 55 2050 1 RS < See 1550 US RE | ae ee ; . ‘ % s Jews 1750 Virginia | 135 1525 70: 1550 . ashington } i, : 5 | 1750 817 5: 1600 Vest Virginia “1 oak ee : . ai 1500 Wisconsin... . 5 566 1650 2426 155 1650 1650 WYGUMENNG Eid visi a us vies divs acess ate.ceal ‘ dy 1906 _. Read Table 59 as follows: $1563 is the median salary paid special class teachers in the United States in cities with a population of 2500 to 5000. $1417 is the median salary paid special class teachers in cities of this size in Colorado, etc. Similarly read median salaries paid school nurses. 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- ployment of special class teachers and sho) nurses increases with the size of the city. The special class teacher and the schoo! are coming to be recognized as a necess the more progressive city school systems Tables 60 and 61 show the media aries paid principals. These tables give the median salaries school prin TABLE 60.—MEDIAN SALARIES PAID NON-SUPERVISING ELEMENTARY PRINCIPALS SUPERVISING ELEMENTARY PRINCIPALS IN 1922-23 in cities with a population of \| All principals in cities | Non supervising principals in || Supervising elementary principals with a population of | cities with a population of || 2500 10,000 to to 5000 30,000 2500 5000 | 10.000 | 30,000 Over to | to | to Over 100,000 10,000 | 30,000 | 100,000 | 100,000 | 7) | 10 | 2008 | 2344 | 1450 1913 2300 ~~ 2150 2475 2250 1970 3031 2050 "1875 salary paid non supervising principals in the United States i: paid non supervising principals in cities of this siz elementary principals. were actually receiving in 1923. The inquiry have been the case had it been possible to ex- intended that vice-principals should be re- clude all vice-principals. ported as teachers, not principals and when Even keeping this fact in mind, however, these tables indicate that many cities must ever possible vice-principals were tabulated : , i ee increase the salaries paid principals in the It is likely teachers rather than principals. xe : or next few years if they expect to attract and however, that some vice-principals are included j ‘ear me hold men and women of training and capacity in these tables. For this reason the medians for this keystone position in the educational given are probably slightly lower than would arch. TABLE 61.—MEDIAN SALARIES PAID JUNIOR HIGH-SCHOOL AND SENIOR HIGH-SCHOOL PRINCIPALS IN 1922-23 Junior high-school principals Senior high-school! principals in cities with a population of | in cities with a population of Over States = a . . iaaladiaeaiial 100,000 f 5000 | 10,000 | 30,000 | 5000 | 10,000 30,000 | to to to | Over ti t } t to Over 0 o o oa __ 5000 | _10,000 | _ 30,000 d 1 00,000 100, 000 _ 5000 | 10,000 30,000 100,000 100,000 3126 7 ry. z mT | 3 wT j j ‘ 6 f | > 9 I rl United States eee |_ >! = is 7 __ 2350 3050 3485 = 2 2 3051 3806 4400 Alabama... es ees | . i me ses 3 ks. a 2700 3150 Arizona... . eses | Arkansas ae Tl orice resin : g 2 = 3050 i 2560 WT a. |. 3225 3200 || & 327! 4025 300 3628 a) SR | 3617 || 25 Stes 3050 4900 Connecticut hiee 2050 |... ee ee as ; . ll 2475 | 3050 395 3300 DelawiGkccneueed sécdcacs } err — 2550 . ; 3050 District of Columbia ag | 2900 | 3275 Florida......+++. ate 1975 336 2850 : “ae 2450 a f | 245 | 3050 5 5048 Indiana ~ 5 , | ; 2 22 | 3050 36 $400 lowa en j tet where te Pee 3066 va ¢ 2275 3425 Kansas -e 2 ule | chit 35 | 266 3200 3050 Kentucky. eeeees Cnet a: nee sin aare | 366 2250 4100 Louisbiaiiy ha ca. as ds.0.00, a acini a een 45 3050 3075 Maing... igiatnges seve ices ee ivt@ls 6< vases 5 2850 - Maryl, sa 66 es ss s<+ alee . | | 30% | 2450 4075 Massachusetts 245 215 55 3186 345 222: 2586 3212 ) 41050 Michigan 47 Chula 3016 7 | 205 2717 | 3150 37 5017 MinneGOGiitukissic ccs .e. . ohe ae ben : 385 21% 206 3500 4050 Mississippi a a a ES : a aa { | 2450 a | i 45 yiawad } 385 2 22% 2600 355 4760 ae 2C5 | vas OF 22 | 3300 | Nebrath@.cscidies «ovis 5k “i 225 52E 3400 New Hampehire........... ae sosseel] 25% ee 3060 oF os eee New Jersey aoe 425 | C 267% 3500 45! 5000 New York 95 ; oN 4633 || 2 | 2950 41( 6500 North Carolina............ Kis 35 21: | 3050 North Dakota............. : poise wa 5 | 3050 eee : Ohio | 2675 3492 | 228: | 2850 : : 4416 I | | 3900 ne wll : ’ 2600 | 4033 Pennsylvania 716 962 35 | 9f 2475 | 2825 333 5025 Rhode Island | 305 ; ; 4533 South Carolina............ South Dakota............. SS ate a Tennessee salt 3050 3150 3900 | | swe s eee 3550. Weal 290! } | | 223% 3050 en 3960 West ViswiRiisc... +>... 86 | ; ..1} 2150 | | 3050 ; ; Wisconsin | 55 | - 45 95 | 2725 3500 3950 4883 Li ae ee cat wk 2150 | 3900 | | Read Table 61 as follows: $1594 is the median salary paid junior high-school ete in the United States in cities with a population of 2500 to 5000. $2500 is the median salary paid junior high-school principals in cities of this size in California, etc. Similarly read median salaries paid senior high-school principals. 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(on the form PAID RURAL STATES, SCHOOL TEACHERS AND PRINCIPALS BY 1922-23 States I Alabama na insas es tornia.. rado Massachusetts... . . Michigan Minnesota. . Mississippi Missouri. Montana. . Nebraska.......... New Hampshire.. . New Jersey yew j rth Carolina... rth Dakota... . ew N N N hio : eee )klahoma Oregon er Pennsylvania... . . Rhode Island South Carolina... . South Dakota. . Tennessee Vermont Virginia...... Washington West Virginia W isconsin. so6 Wyoming United States. .... This table is the inquiry reprod teachers in one-teacher schools, see Table 66 and principals are available at N. E. A. Headquarters and copies may be obtained by those interested for a nominal fee paid for copying. 2 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 rural schools. 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. 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. Teachers In Principals In Schools having Ele- Organized both ele- mentary high- mentary schools schools and only only high- school pupils Three or more teacher schools in villages and towns Three or more teacher schools in open country One- teacher schools Two- teacher schools Con- solidated ] schools $765 $744 $1003 $1303 386 420 678 | 718 1244 1374 1591 396 | 2125 y 2450 361 461 605 66 | 12 845 1261 1363 1347 54: 538 2741 1996 868 1001 1159 1008 1088 374 491 332 401 910 1044 756 914 1719 862 39: 1030 720 8! 1057 684 RRS 998 198 f 682 656 56: 914 580 7 786 743 2 1100 887 , 1248 808 1013 691 | 1081 318 375 642 789 1136 1032 971 2001 1070 1767 1039 U 4 835 881 776 844 25 83 | 1009 371 748 937 874 15 36 | 1139 405 4! 5 226 659 605 s7: ) i! 890 771 56 | 5 35 925 665 : 5 an 903 395 36: 58 791 1013 1212 687 58 | C 87: 878 851 o | 1133 842 5 3 27 | 1165 obtained from The detailed distributions by States are not produced in this Report, except for Similar detailed distributions for the other groups of rural teachers based upon the distribution of salaries paid the various types of rural teachers uced on page 114, The trend is not the same for all states. For the United It will be seen that there was a drop, taking the country {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 schools N. E. A. Headquarters giving distributions given below. TABLE 66.—DISTRIBUTION OF SALARIES PAID IN ONE-TEACHER RURAL SCHOOLS, 1922-»; 600 1200) 1300) 1400) 1500/1600 CWE 1900/Over Me. to to | to to to to to to | to to to |1999 Tota! dian 699 1299} 1399| 1499] 1599/1699] 1799 1899/1999, 6 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 2 | | } 16147 t _129 } | 5 12/95080 $765 Re ~Bow: zz my oo mokion wt ZZ Ze @: *. E-) —s alto: ~- 8358 Su. wae Te. g FZA2: F gor 2 F : - wow itp rad | ‘| schools in the United States in 1922-23 were reported as ; the rural superintendents reporting; 4486 were reported salary for the 95,070 teachers reported in one-room rura! The subsequent Tables 64 to 68 give de- | distributions of salaries paid administra- tive officers in the five size groups of cities. Tal 1922-23 id Me. lal dian les 69 to 73 immediately following give data for tables are similar directors and supervisors. the of the summary tables showing median salaries paid directors and supervisors given on page 15. ‘These basis TABLE 67.—DISTRIBUTION OF SALARIES PAID ADMINISTRATIVE OFFICERS 1922-23 Cities 100,000 population and over Salaries paid I 10,000 and over 9500-9999 9000-9499 8500-8999 s000—-8499 7500-7999 7000-7499 6500-6999 6000-6499 5500-5999 5000-5499 4800-4999 4600-4799 4400-4599 $200—4399 Median _ of ~ $8000 16 1 9 10 Superin- tendant | Schools Associate or Assistant) ' superintendent — s ; J Board |Maximum| Minimum 3 4900 4 4226 Chief attend- ance officer | Secretary to superin- tendent Superin- tendant of build- ings and grounds 3650 ] Director of tests and meas- urements Business manager Director of Research 4300 1 4000 3800 3600. 3400. 3200 3900. 2800. 2400-2 2200. 4199 3999 3799 3599 3399 3199 2999 2600-2799 2599 2: 399 Under 2199 T otal paid the su Superintende Read Table 67 as follows: 1 a salary between $9500 and $9900, etc. rintendent. ents. (column 2) The median paid was $8000 The distribution of salaries given for Assistant Superintende nts 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- tendents of 31 cities. 16 superintendents of schools were reported receiving salaries $10,000 and ver, Of the 60 cities of this size replying 58 reported the salary Similarly read other columns, except that for Assistant ee tS ee a TABLE 68.—DISTRIBUTION OF SALARIES PAID ADMINISTRATIVE OFFICERS, 1922-192; Cities 30,000 to 100,000 population HH Secretary to super- intendent Chief attendance officer - to ererereter eer. for att Tyas H bad ropanwe CrP OOK Ore ~ Es Director of + research — Director tests and receiving salaries $8009 or over, 4 salaries cod oe salary paid the superintendent. laries paid other Administrative officers TABLE 69.—DISTRIBUTION OF SALARIES PAID ADMINISTRATIVE OFFICERS, 1922-23 Cities 10,000 to 30,000 population if Secretary to super- intendent | Chief attendance research | =in womrootakS fanned CODHOHK Ore Sas | Director of — & Pe CWUONN Pte were reported recei of this size ying 21 211 ainied oo peed the distribution of salaries paid other $4110. Similarly read ving salaries of $6000 and over, the salaries paid super- Director of tests and measure- ments 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 Salary Group tendent | ant super- Secretary Business buildings to super- attendance measure- of schools intendent of board manager and intendent officer ments >= ites 2000 400 NS | Median ind over 499 a LOO 4799... 0000, {eee 42 ee oe 4000-4199 3800-3999. . 3600-3799 \)-3599 3 3399... 3000-3199... 2800-2999... 2600-2799. . 400-2599 . . O-ZB co ssccces W0-2199.. 10-1999 1600-1799 1400-1599 1200-1399 1000-1199 800-999... 600-799 Under 600... bo GO one DON OOOO NI Ore Ws | we 8 5 4 15 164 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 23 oe : Cities 2500 to 5000 population l ector of | Associate | | Superin- | | Director of ts and Superin- | or assist- | | tendent of | Secretary | Chief Director tests and asure- Salaries Paid tendent | ant super-| Secretary | Business | buildings | to super- | attendance of measure- nents of schools intendent | to board manager and | intendent | officer research ments a ee 3 = ty | - grounds F- i i | 3 4 5 6 7 | s 1700 | 726 3800-3999....... 3600-3799 3400-3599 1600-1799 1400-1599 1200-1399 1000-1199 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. Th> median salary paid was $3082. Similarly read the distribution of salaries paid other Administrative officers. 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Massachusetts. . Michigan Minnesota Mississippi Missouri. . Montana Nebraska Nevada... ; New Hampshire wees New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon. . Pennsylvania Rhode Island. South Carolina South Dakota Tennessee Texas I tah Vermont Virginia. ... Washington West Virginia. ... Wisconsin. . . Wyoming. .. Namber of county or rural superintendents sent inquiries Number of county or rural superintendents replying Per cent of rural superintendents replying See page 113.) Number of rural teach- ing positions supervised by superintendents replying 97,640 3397 62 1129 6660 1797 2194 6878 2400 1732 7896 Ll. 3 544 2455 1275 3347 696 776 1232 1049 2291 1733 760 Table 77 may be used as a basis of judging how representative the reply was from each state to the post card inquiry of the National Education Association Salary Committec The replies received to this inquiry are the basis of Tables 78 and 79 given on pages 100 and 102 2. 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J < « ; aved ‘ , Zaypns 1 Ag ; judy Ut syuepuezaedns jooyos feuns 19430 | yues A1N. Ui OY} 0} PoAl ar ¢ i 6L IIL FUIWIOA M UISUODST AA BIUITZITA ISOM UOPDUTYSE M eyoyVd fuyouwD pues] epoqy vruBaAlAsuueg ** moZe1—) *** BUIOYRTyAO ioe 8 ByoyVqd YON BUljomBssy) YWON YOX MON OorxayyY MAN MAN] MON 1d drsstsst fy (penunuod) €z6r-zz61 ‘STOOHOS TVUNU NI SGNAUL AUVIVS GNV STOOHOS TvVuaNa NI SUAHOVAL AO AOVINOHS—O%4 AAVL GENERAL EXPLANATION OF TABLES PopuLaTion Groups: The cities replying to the sal- ary inquiry were divided into five population groups as follows: I. Cities 100,000 and over. II. Cities 30,000 to 99,999. III. Cities 10,000 to 29,999. IV. Cities 5,000 to 9,999.. V. Cities 2,500 to 4,999. SaLary Groups: Salaries were distributed in $100 groups. For example, the teachers included in the $1200 salary group receive salaries some-. where between $1200 and $1299 inclusive; those rouped under $1300 receive salaries between 1300 and $1399 inclusive, etc. Salaries over $3399 are combined in $200 groups. For ex- ample, teachers included in the $3400 salary group receive salaries somewhere between $3400 and $3599, etc. Mep1an SAtariges: 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 is practically the same as an “average” salary. In some of the tables the medians given are based on a report of too small a number of teachers’ 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 MepIANS: For purposes puting medians and quartiles in this s plan was adopted of making the steps names from the beginning of the ste; salary group $1200 extends from $1200 This arrangement of the steps tends to medians a little higher than they are 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 | volved in other methods. In all statement computations involving salaries and oth the results have been computed to the neares lar or to the nearest unit. A few excepti: this are necessary where several medians close that the fractions are necessary in make comparisons. Cities Replying to Salary Inquiries The cities which replied to the salary inquiry in too late to be used are not included. time for their data to be included in the tabula- A few cities made partial replies tions are listed below according to population maxima and minima, but did not give distri| groups. A number of cities which sent in replies of salaries being paid. Thes* are not list: 60 Cities Over 100,000 Population ALABAMA: Birmingham. CALIFORNIA: Oakla ‘ San Francisco. CoLorapo: Denver. ConneECTICUT: New Haven DELAWARE: District oF Cotumsia: Washi GEorGIA: ILutNots: INDIANA: Indianapolis. Kansas: City. ALABAMA: Mobile. ARKANSAS: Little Rock. CALIFORNIA: F Kentucky: Louisville. LouIsIANa: New Orleans. MAayYLanp: Baltimore. MaAssacuusetts: Cambridge, Fall River, New Bedford, Springfield, orcester. MICHIGAN: Detroit Grand Rapids. MINNESOTA: Minneapolis, St. Paul. Missouri: Kansas City, St. Louis. NEBRASKA: Omaha. New Jersey: PENNSYLVANIA mden, Philadelphia, ny City, Pittsburgh, ewark, Reading, Paterson, Scranton. Trenton. Ruope Istanp New York: Providence. alo, TENNESSEE: New York City, __ Nashville. Rochester, Texas: cuse, Dallas, onkers. Fort Worth, Onto: San Antonio Akron, Uran: Cincinnati, Salt Lake Cit Cleveland, VIRGINIA: Richmond. WASHINGTON: Seattle, Spokane. WISCONSIN: Milwaukee. Youngstown. OreEcon: Portland. 102 Cities with Population of 30,000 to 100,000 CoLorapo: Pueblo. Connecticut: ILitno1s: Fort Wayne, Aurora, Gary, East St. Louis, South Bend, Moline, , Terre Haute aetna, Iowa: Rock Island, Davenport, Springfield. Dubuque, INDIANA: Sioux City, East Chicago, Waterloo. Covington. MAINE: viston, Portland. Ma SACHUSETTS: Br wckton, Brookline, ‘helsea, icopee, {averhill, lolyoke, Newton, Somerville. MICHIGAN? Battle Creek, Flint, Highland Park, \LABAMA: \nniston, Bessemer, Gadsden, seima. ARIZONA: Phoenix. ARKANSAS: Fort Smith, North Little Rock. CALIFORNIA: lameda, | ireka, Gle ndale, 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 Hampsuire: Manchester. New Jersey: Bayonne, East Orange, Elizabeth, Passaic, West Hoboken New York: Binghamton, Mount Vernon, Newburgh, 216 Cities with 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. LouIsIANA: Lake Charles. MAINE: Auburn, Bath, Biddeford. MARYLAND: Hagerstown. MASSACHUSETTS: Amesbury, Belmont, Beverly, Braintree, Clinton, Danvers, Easthampton, Gardner, Gloucester, Niagara Falls, Schenectady, Utica, Watertown. Nortu CAROLINA: Winston-Salem. QOuio: Canton, Portsmouth, Springfield. OKLAHOMA: Muskegee, Tulsa. PENNSYLVANIA: Allentown, Altoona, Chester, Erie, Harrisburg, Hazelton, Lancaster, McKeesport, New Castle, Population of 10,000 to 30,000 Greenfield, Leominster, Methuen, Newburyport, North Adams, Northbridge, Norwood, Peabody, Plymouth, Wa‘ertown, Weymouth, Winchester. MICHIGAN: Escanaba, [ronwood, 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 HAmpPsuHIRE: Berlin, Dover, Laconia, Nashua. New Jersey: Asbury Park, Belleville, Englewood, Hackensack, Long Branch, \ Norristown, Wilkes-Barre Ruope Is.Lanp: Newport, Wo ynsocket Texas Beaumont, I | Pas , Waco VIRGINIA Newp rte Ne ws, Portsmouth, R vanoke WASHINGTON Tacoma. West VIRGINIA Charleston, Wheeling WISCONSIN: La Crosse, Racine, Sheboygan, Superior North Bergen, Plainfield, W ec haw ke n, We st Ne Ww Yor k, West Orange, Summit New York: Be acon, Corning, ( ortland, Dunkirk, Gloversville, Herkimer, Hornell, lhon, Middletown, North Tonawanda, Olean, Plattsburg, Saratoga Springs. Nortu CAROLINA: Durham, Goldsboro, Rocky Mount Nortu Daxora: 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, cag banon, Mahonoy City, Mount Carmel, Nanticocke, North Bellevernon, New Kensington, ALABAMA: Alabama City, Talladega. ARIZONA: CALIFORNIA: Brawley, Chico, El Centro, Memoria, Monterey, Ontario, Redlands, San Leandro, San Louis Obispo, Santa Clar:, Santa Rosa, Whittier. CoLorapo: Ft. Collins, Grand Junction, Sterlin Walsenburg. Connecticut: Killingly, Plymouth, ~~. St. Augustine, West Palm Beach. GEorGIA: Dubli Portsville, Punxutawney, Sharon, Washington, West Chester, Woodlawn. Ruope Istanp: Central Falls, Cranston, Pawtucket, West Warwick. Soutn CAROLINA: Spartanburg. Sourn Dakota: Aberdeen, Sioux Falls. i? 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, erry, Shenandoah. Kansas: Dodge, Manhattan. KENTUCKY: Burlington. Rockland, Westbrook. MASSACHUSETTS: Agawam, Bridgewater, Canton, Dartmouth, Texas: Corsicana, nison, Marshall, Palestine, Ranger, Texarkana. VERMONT: Burlington, Rutland. VIRGINIA: Danville. WASHINGTON: Bellingham, Everett, Hoquiam, 261 Cities with Population of 5,000 to 10,000 Rockland, South Hadley, Spencer, Stoneham, Uxbridge, Walpole, Ware, Wellesley, Whitman. MIcuIGcaNn: Albion, Alman, Cadillac, Charlotte, Coldwater, Dowagiac, Grand Haven, Hastings, Hillsdale, Manistee, Midland, Mt. Clemens, Negaunee, River Rouge, St. Joseph, Ypsilanti. MINNESOTA: Cloquet, Moorhead, South St. Paul, Stillwater, Willmar. Mississ1PP1: Yazoo City. Missouri: Clinton, Marshall, Mexico, Poplar Bluff, St. Charles, University City. Montana: Bozeman, Havre, Kalispell, Lewistown, Livingston. NEBRASKA: trice, Columbus, Kearney, Norfolk, York. Walla Walla, Yakima. West VIRGINIA: Fairmont, Morgantown, Parkersburg. WISCONSIN: Appleton, Beloit, Eau Claire, Stevens Point, Wausau, West Allis. WyYomInc: Casper, Cheyenne. New Hampsuiri Derry. New Jersey: Boonton, Cliffside, East Rutherfor 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 Tarrytow Rockville Cent Salamanca, Saranac Lake, Solvay, Wellsville. Nortu Caro ins Greenville, Kinston, Monroe, Reidsville, Thomasville. Norta Dakota: Bismarck, Devils Lake. Out0: Athens, Bellefontaine, Bowling Gree: Circleville, Galion, Gallipolis, Greenville, Nelsonville, Mount Vernon, Shelby, Sidney, Wellsville GEoR Car Ced mington, nia. HOMA;: la, ckwell, ami, whuska, nea City. jON: ledford, egon City, ’endleton, The Dalles. ENNSYLVANIA: Bellvue, Bloomsburg, Cle arfeld, Coaldale, Carey, Crafton, Darby, ALABAMA: Andalusia, Artaha, Brighton, Eufaula, Tuscumbia. ARIZONA: Glendale, Jerome, 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, Thomaston, Wethersfield. DELAWARE: Dover, Milford. FLoRIDA: Ocala. GEORGIA: Carrollton, Cedartown, Dormont, Ellwood, Hanover, Jersey Shore, Johnsburg, cane, Kittanning, Latrobe, Lewistow n, 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, Ruope IsLtanp: Johnston, Westerly. SoutH CAROLINA: Gaffney. Souta Dakota: Mitchell. TEXAS: Bonham, Bryan, Burkburnett, Cisco, Eastland, Gainesville, Mineral Wells Navasota, Sulphur Springs, Vernon. VERMONT: Bennington, Springfeld, Augusta, Fredonia, Girard, Hays, Hiawatha, Horton, McPherson, Paola KENTUCKY: Cynthiana, Fulton, Harlan, Ludlow, Morganfield, Russellville, Shelbyville, Somerset. LovISIANA: Jeanerette, Mansfeld. MAINE: Bridgton, Camden, Lubec, Paris. MASSACHUSETTS: Auburn, Ayer, Dalton, Holden, Hampden, Hopedale, Lee, Medheld, Rockport, Rutland, Somerset, Sutton, Wareham, Williamstown. MIcHIGAN: Allegan, Big Rapids, Birmingham, Boyne City, Crystal Falls, Durand, Ferndale, Grand Ledge, Washington, Woodstock. VIRGINIA Bristol, Clifton Forge, Harrisonburg WASHINGTON: Anacortes, Wenatchee West VIRGINIA Grafton WISCONSIN: Antigo, Chippewa Falls, Kaukauna, Marshfeld, Menomonie, Néenah, South Milwaukee, [wo 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. MIssIssIpP!: Canton, Grenada Missouri: Bonne Terre, Kirkwood, Lexington, Monett, Richmond, W. Plains Montana: Red Ledge, Whitefish. NEBRASKA Broken Bow, Chadron, Gering, Superior, University Place. NEVADA: Sparks. New Hampsuiri Littleton, Milford, Northumberland —— New Jersey: Bergenfield, Bordentown, Fairview, Flemington, Freehold, Glen Ridge, Hightstown, Merchantville, Metuchen, Ocean City, Prospect Park. Westwood, Wildwood. New Mexico: E. Las Vegas. New York: Avon, Baldwinsville, Bronxville, Canastota, Canton, Dobbs Ferry, Frankfort, anda, Hamburg, Kenmore, Le Roy, Lyons, ount Kisco, £0, Pat ue, Penn Yan, Sag Harbor, Scotia, Spring Valley, Suffern, Waterford, Walton, + Westfield, Whitesboro. Nortu CaROLina: Hendersonville, Lincolnton, Morehead City. Nortu Dakota: Wahpeton, Williston. Outo: 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, enkintown, echanicsburg, Monaca, Mount Union, Nazareth, Northumberland, Oakmont, Parnassus, Portage, Reynoldsville, Shippensburg, S. W. Greensburg. Ruope Is.anp: 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 Vircinia: 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. Wyominec: Evanston. we find 400,000 in other forms 1,000,000 in agricultural TIME was when few fields were open to women for remunerative service. Teaching and about the only, opportunity for women to earn an independent condition is different now. Less than eight per cert of the 8,549,000 women Census as gainfully employed were teachers. Against the 658,000 in teaching forms of “professional service,” 900,000 in trade and transportation, and animal husbandry, 1,400,000 in clerical occupations and 2,000,000 in manufacturing and mechanical industries. Opportunities aplenty at good compensation are available for paid teachers of today must undergo and the percentage is increasing, it is tion from other fields. No longer can is the only remunerative capable women today which involve a much less rigorous training than the better. . Since over eighty-six per cent of all teachers are women, the teaching profession now suffers keen competi- Nation trade upon the fact that the teaching profession to women.—Belter Salaries—Better Citizens, The Journa opportunity open of the National Education Association, May, 1923, p. 207. ~] 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 Miss Myra L. Snow Miss Florence M. Hale Miss Annie L. Griffey Charles E. Rugh E. C. Fisher Return one copy of this inquiry 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 OTE 1. In answering figures ONLY for individuals employed ' NOTE z ir have «printed or mineograpned SALARY SCHEDULE and pamphlets dealing with any of the subjects covered in inquiry please IN E CO) WITH Y. : } REGULAR CLASSROOM TEACHERS Building principals Elementary | nigh eehool High sch ‘ | Number of elemenjary school | principals whose salaries fall in | | each of the salary groups below | umber of | junior high | Number of t: gh | School prin- | school pr | oi is whose | cipals whos salaries fall in | salaries fal! io | each of the | each of th salary groups | salary groups | below below Principals “giving tall time | to administra-— tion and 7 «mw " ; if a if i il CHEE + teachers im full charge of a kindergarten room. If kindergarten teachers teach a section of the first grade in addition to the kinder cl tse toe toga wnead ron, open a anon, ub-aormnalerupe carting anv und othe epecil or ataia groups a charge owns . Part I.—SALARIES PAID, 1922-23.—Continued Salaries of other Administrative and Supervisory Officers, 1922-23 Do not include any individual in this list who has been tabulated in the distri- bution on page 2, opposite. Do not include any one official more than once DIRECTIONS What is the salary of the superintendent of schools? What is the salary of the secretary of the Board of Education? _. What is the salary of the secretary to the superintendent?___ Officer Number employed . ASSOCIATE, ASST.OR DEPUTY SUPERINTENDENTS 2. BUSINESS MANAGER. . eoseaces _— . SUPERINTENDENT OF BUILDINGS AND GROUNDS . DIRECTOR OF ATTENDANCE... ATTENDANCE OFFICERS... DIRECTOR OF RESEARCH......_. DIRECTOR OF TESTS AND MEASUREMENTS . DIRECTOR OF VOCATIONAL EDUCATION .. DIRECTOR OF PHYSICAL EDUCATION... . DIRECTOR OF HEALTH ...... = . 11. DIRECTOR OF CONTINUATION SCHOOLS _. DIRECTOR OF EVENING SCHOOLS DIRECTOR OF AMERICANIZATION CLASSES __ . SUPERVISOR OF ART.............. SUPERVISOR OF MUSIC.......... SUPERVISOR OF PENMANSHIP.. . SUPERVISOR OF MANUAL TRAINING. . . SUPERVISOR OF HOME ECONOMICS... . SUPERVISOR OF KINDERGARTEN ........ . SUPERVISOR OF PRIMARY GRADES...... . SUPERVISOR OF JUNIOR HIGH SCHOOL. . SUPERVISOR OF SENIOR HIGH SCHOOL (1) 24. DEANS FOR GIRLS, HIGH SCHOOL (3 If any administrative or cugeovignsy officers employed in your system are not listed, please write in their titles and give data requested (2) Give one salary for each officer listed under “number employed.’ Do not combine salaries of several employees in one figure. Part II.—SALARY SCHEDULES AND SALARY SCHEDULE FEATURES, 1922-23 " | | REGULAR CLASSROOM TEACHERS SPECIAL | NURSES | BUILDING PRINCIPALS (a) | BD — choc SALARY lementary | Junior high aoe ote at | Elementary schoo! principals teachers | SCHEDULE Regula Grades 1, 2 — | G : } néitimen PROVISIONS | xi 3, 4,5, Gand | Tina's or 7, |! 4 | 7 and 8 or 7, : | . | Junior he lat tet teny eet 8 and 9 when | eehoek high P School Those doing Thee giving high school | ; schools are nurses time | 4 |schools are Sn maintained, || ‘~ ») | fe regular \., gdministra-| Principals principale maintained, | schoo! eo : otherwise . moe neg tion and grades 7 and | a gtades 9, 10, | teaching supervision | il and 12 salary, etc., of principals vary with the size of their schools, please include this information in detail. art 2.—SALARY SCHEDULES AND SALARY SCHEDULE FEATURES.—Continued 1. Has your city a regular salary schedule? : 2. De you pay the same salary to teachers with equal training and experience, regardiess of whether they teach in the elementary Fe ere Se eR nn oa ee ae 3. Do you require experience before election to teach in the elementary school? 4. Do you require experience before election to teach in the junior high school? 5. Do you require experience before election to teach in the senior high school? 6. Do you recognize in your initial salaries, experience obtained in other school systems? experience which may be so accepted? ................--.------------------- +--+ 2-2 en ne een nn nn en nn eee ee eee eee nee 7. Do you pay larger salaries to teachers, in similar positions, who have larger amounts of academic and professional training? 8. Do you require all newly elected elementary teachers to be graduates of standard normal schools or the equivalent (i. e., four years high sch plus two years professional training?) -............-.---------------------- 22 - nnn enn nn ne en nn nnn nn nee ee ene een none eee eee How many individuals rate each teacher?....._.... , How many employees of your school system were in regular attendance at summer schools last summer? (Give these data if they are immediately available) 15. Do you grant leaves of absence to teachers for professional study? 16, How long must a teacher have served in your school system before she may be allowed such a leave of absence? 17. What percentage of her regular salary does a teacher receive during leave granted for professional improvement? 18. Do you make any salary recognition for “educative” travel? 19. Do you allow teachers sick leave with salary? the regular salary is allowed during sick leave? if 5) < ae 7 & 2 ae Estimat b) a; Estima\ b) (d) Estima or decreased? ae 23. Have you, within the last five years, given a salary “bonus”?............ Has the “bonus” been made permanent? 24. Were the regular anaual increases provided by your salary schedule allowed in 1922-23? If not, what percentage of them THE NATIONAL EDUCATION ASSOCIATION MARCH, 1923 To Superintendents: The information requested on the attached stamped and addressed post card concern ing rural schools is being collected by the Salary Committee of the National Education Association. We will greatly appreciate your codperation. SALARY COMMITTEE, NATIONAL EDUCATION ASSOCIATION E. S. EVENDEN, Chairman ANNIE L. GRIFFEY Myra L. SNOW CHARLES E. RuGH FLORENCE M. HALE E. C. FISHER THE NATIONAL EDUCATION ASSOCIATION RURAL SCHOOL INQUIRY Post Office County or District Stat In answering all questions, include information only for teachers in rural schools direcily under your supervision Do not include those serving urban communities Number of teaching positions directly under your supervision in your county Was there a shortage of properly qualified teachers in your county at the beginning of 1922-23? If so, how many?.......... sant Do you expect a shortage of properly qualified teachers in 1923-24? Is the outlook for an ample supply of properly qualified teachers better for 1923-24? Estimate’ the number of mew teachers needed annually in your county or district to provide both for replacements and growt! Estimate the'percentage of teachers direc tly under your supervision who have academic and professiénal training beyond the 8th grade of: (a) Less than 1 year ; ; (b) 1 but less than 2 years )"2 but less than 4 years... : (d) 4 years or more d combined should make 100 per cent.) timate 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 : : a larger salary than this year a,"b, and ¢ combined should make 100 per cent.) Estimate the percentage of teachers whose total teaching experience is: (a) less that 1 year (b) 1 year but less than 2 years ’ : ie 2 but less than 3 years (d) 3 years or more : - : ... (a, b, c, and d combined should make too per cent Estimate the percentage of teachers in your county under 21 years of age Date re ue sikees ‘ - Signed Superintendent or officer rep NOTE: Please return at earliest possible date DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION To THE SUPERINTENDENT OF SCHOOLS: Because of the importance of the subject, the wide interest shown, and the numerous ' iquiries const being received concerning it, we again ask for your cooperation in securing information about sala: teachers in rural schools. Our inquiry made one year ago brought satisfactory returns from a majo: the States though the reports from some sections were too few to be of much value. W AsHIN« iTON, ‘D. C., February 15, 1 I earnestly request every superintendent of rural schools to furnish the information requested on the accompanying returning it to us in the inclosed penalty envelope. Sincerely yours, Jno. J. Ticert, Commissio) Salaries of teachers in the rural schools which are directly _ the supervision of the county, district or tendent. (Do not include salaries in independent city systems.) Name of officer reporting... town Post office... District? _...... State... Town? ANNUAL SALARIES. NUMBER OF TEACHERS RECEIVING SALARIES INDICATED IN— NUMBER OF PRINCIPALS | One- teacher schools. Two- teacher schools. Three or more teacher schools in open country.! Con- solidated schools. Three or more teacher schools in villages and towns. CEIVING SALARIES IN CATED IN— Elemen- Organized | having bot tary high elemer school | school and h only. only.? sch pupil P : TE $2,700-$2,799 $3,000 and over No. schools in each class.. Minimum salary schedule for your territory, $... seweee-eee Maximum, $............... Requirement in order to reach maximum 1 Not consolidated 2 Include both junior and senior high schools. [114] Nort RESEA Selected Bibliography on Salaries feachers and School Executives may obtain current salary information by addressing the Secreta f the N Education Association. See page 21 of this Bulle tin under Special Salary Ser \LEXANDER AND THEISEN. Coknalen for Teachers’ Salar Educational Review, Oct S 4 Boarp oF Epucation, HiGHLanp Park, icmess. The Merit Plan for Payn February, 1923, 6 pages Briefly describes the main features of the single salary schedule which is the basis of t f Highland Park teachers. j BonneR, H.R. Salary Outlooh for High-S l Teachers. Che School Review, Vol. XXX. N { { June, 1923. ; P \ ‘good statemert of the salary outlook for high-scho i teachers resulting from a na é salaries paid high-school teachers in 1920-21. , M JoyKIN, James C. AND Kina, Roperta. The Tangible R f Teaching. U.S. Bureau of | ; rl ol 1914, No. 16. : equest Burcess, W. Ranpoipn. Trends of School Costs. Russell Sage Foundation, 130 E. 22nd St., New York. N. ¥ 142 pages. A comprehensive study of the general trends of school costs since 1840. Changes in teacher: laries pared with changes in the cost of living and with salaries of « ther classes of workers from 1841 to 19 Butter, L. A. anp Woopy, Ciirrorp. Report of Committ n Salaries of the Michigan St Tea )? tion. Michigan State Teachers’ Association Quarterly Review, Ss Aaa en 1922, pages 1 to 40 \ good example of an unusually complete survey of the salary situation in a single State—Michigar Cuicaco Princrpats’ CLusB Reporter. January, 1923, pages 12-16. A Proposed Plan for t {diu rict or Salaries of Principals According to Size of School Du.tutH PuBLic ScHooLs SALARY SCHEDULES. An Explanation of the Qualifications, Cond En and Promotion of Teach Principals, and Supervisors. 17 pages. This mimeographed pa t describes in detail the purposes and provisions of the single salary schedule adopted by the Board of Education in ng 1923, {or the city of Duluth. EvenvEN, E. S. Essential Features of a State Sal lary Law. Educational Review, October, 1920, pages 205-215 EvenpEN, E.S. Teachers’ Salary Schedules and Falling Firi Journal of New York State Teachers’ Association, January, 1922. a EvenpEN, E. S. Fundamental Principl f Grading Teachers’ Salaries. National Edcuation Association P1 ND ceedings, Des Moines, 1921. Hart, IrvinG H. The Teachers’ Wage. Journal of the National Education Association, Vol. XI, N , page 97, March, 1922. re A local study in which the salary increases received in one state (Nebraska) are compared with the rise in th en cost of living. h KIMBALL, FLorENCE. Teacher Rating in the United States. Minneapolis Grade Teachers’ Association, Minneapolis, Minnesota, 1923. Mappock, WititamM. Teacher Rating. National League of Teachers’ Associations, Year Book 1] -23 NationaL Epucation Association. Report of the Commitice on Salaries, Tenure, and Per Public § Teachers in the United States. July, 1905 NATIONAL Epucation Association. Teachers’ Salaries and Cost of Living. Washington, D. C., July, 1915 NaTIonaL Epucation Association. Teachers’ Salaries and Salary Schedules in the United States, 1918-1 Com- mission Series No. 6, 1919, 170 pages. Material in this study carried on under the direction of E. S. Eve nden, will be valuable to the members of salary committees It is now out of print, but may be obtained from libraries. Nationa 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 NEWLON, JEssE H. The Denver Single Salary Schedule a Success in Operation. American Educational Digest, January, 1923, pages 223-224. Norton, Jonn K. Have Teachers’ Salaries Been Increased? Journal of the National Education Association, April, 1922, page 72 RESEARCH Division, National Education Association, Better Salaries—Better Citizens. Journal of the National Education Association, May, 1923, pages 206-207. aRDSON, 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 Ser ner mga Rocers, Don C. Trends of Teachers’ Salaries. University of Iowa Extension Bulletin, No. 88, April 1, 1923 7 29 pages. An example of a carefully prepared survey of the s: 7 iry trends in a State—lowa. Strayer, Georce Drayton. Know and Help Your Sch American City Bureau, New York, N. Y., 1920 and 1921. This study appears in three parts. No. 1 issued in 1920 gives data concerning salaries and experience o — resulting from a nation-wide survey of el public schools. U. S. Bureau or Epucation, Washington, D.C. City School Leaflet No. 1, April, 1922. Salar Teachers and of Principals in Certain Cities Gives for the year 1921-22 the minima and maxima salaries paid elementary and junior high schoel 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 , nS 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 Describes features of a single salary schedule worked out by a « ittee of the Teachers’ Association Berkeley, California, which received the approval of the teach’ ig stal tT 5