APICAL RVUM NORAL LIBRARY RESEARCH BULLETIN OF THE NATIONAL VOL. XIV - No.1 EDUCATION JANUARY - 1936 ASSOCIATION The Preparation of Teachers’ Salary Schedules Part |: Administrative and Fact-Finding Procedures Published by the RESEARCH DIVISION of the NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W., Washington, D. C. RESEARCH BULLETIN oF i Published five times each year in January, March, May, September, and November President, AGNES SAMUELSON NATIONAL EDUCATION ASSOCIATION Executive Secretary, WILLARD E. GIVEN The payment of the $5 membership fee of the National Education Association entitles one to receive for one year the Research Bulletin, the Journal, the An- nual Volume of Addresses and Proceed- ings, and certain other publications of the Association. One dollar of each $5 mem- bership fee is for a year’s subscription to Entered as second-class matter February the Research Bulletin. The Research Bulletin may be subscribed for separatel, at $1 per year. 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Address communications to th: Research Division, National Education As sociation, 1201 Sixteenth Street, N. W. Washington, D. C. CONTENTS 20DUCTION Scope and Basic Assumptions of the Study sources of Information NISTRATIVE PROCEDURES IN PREPARING AND AboPTING THE NEW SALARY I:xtent to Which New Schedules Are Replacements of Older Ones Preliminary Steps Personnel Participating in Preparing the Salary Schedule. Financing the New Schedule Format and Organization of Schedule lime Required for Salary Schedule Preparation Transition from Old to New Schedule... . Summary HERING AND PRESENTING THE FACTS ON SALARIES Form of Report of Salary Studies Factors Studied in the Preparation of ‘Teachers’ Salary Schedules The Salary Schedule Already in Effect Salaries Paid in Other School Systems Salaries in Occupations Other Than Teaching The Present Teaching Personnel Cost of Living and Standard of Living in Relation to Teachers’ Salaries Administrative Practises Affecting Personnel and Salaries Financing the Salary Schedule... . Suggested Sources of Information on Salaries ES REFERENCES TO LOCAL STUDIES OF “TEACHERS’ SALARY SCHEDULI Copy oF QUESTIONNAIRE AND List OF SCHOOL SysTEMS REPLYING FOREWORD HE EVIDENCE clearly indicates that during the present school year of 1935-36 progress has been made toward restoration and readjustment of salaries. Local groups are studying salary problems; new salary schedules are being proposed and adopted. The past few years have been a period of arrested progress and even retrogression for teachers’ salaries, after a decade during which the tangible rewards of teaching, at least in the larger cities, were gradually being raised toward a professional standard. It is im- portant that the present period of salary adjustment be used to think thru the whole problem of teachers’ salaries. A mere return to 1929 conditions may not be adequate or equitable in 1936. Few public questions are more fundamental than the framing of policies on teachers’ salaries. The payment of a fair remuneration to teachers is part of the larger national problem of a fair wage for all workers. Teachers constitute an important section of the gainfully employed in the United States; their salaries have an especially significant influence on the national welfare because of the strategic place occupied by education in the further improvement of our American democracy. The economic position of teachers is also important in the recruitment of future members of the profession. It is too much to expect that a sufficient number of young men and women of the highest intellectual and personal qualities will be attracted to a profession which cannot offer them the security, comfort, and independence promised by other lines of work. The question of an adequate standard of living for teachers must be care- fully restudied in all parts of the country. We need to consider the minimum salary to be fixed for beginning teachers in various classifications ; the factors to be considered in fixing the increments in the salary schedule; and the amounts of the maximum salaries. We need to collect and study all the facts which will throw any light whatever upon these difficult questions. We need to draft our new salary schedules in recognition of these facts and to use the most effective administrative procedures in studying the entire question of equitable salaries. It is with these and similar problems that the January and March 1936 issues of the Research Bulletin of the National Education Association are concerned. It is hoped that these two bulletins will be of great value to teachers, prin- cipals, superintendents of schools, and boards of education in their efforts to develop satisfactory plans for the payment of teachers. Wittarp E. Givens, Executive Secretary, National Education Association. Sco} Thi eatict sta 1 teacne hasing ported yn th studie’ issued Bullet Part tentior cisions sched consid ile-m: Th teache headir and s\ third, sched Assun salary serv ic states prove a sche tain ( nized. colur toms | sched ers al an in for tl tion X lic fu consic purpc amou detail colun tion isting Introduction Scope and Basic Assumptions of the Study This bulletin deals with administrative and statistical procedures in the preparation of teachers’ salary schedules in city school systems, basing its discussion largely on practises re- ported by 222 on the published reports of 22 local salary studies. It is Part I of a study which is being issued in two separate numbers of the Research Bulletin, for January and for March 1936. Part II, to be issued in March, will call at- tention to questions which arise in making de- cisions on the detailed provisions of salary schedules, and will present a list of items for consideration at successive stages of the sched- ule-making process. The essential elements in the scheduling of teachers’ salaries may be grouped under three superintendents of schools and headings: first, purposes; second, conditions and standards which must be recognized ; and third, possible bases for variation within the schedule itself. Figure I lists these elements. Assuming that the general purpose of the salary schedule is to obtain the best teaching service possible, the first column of Figure I states three specific purposes: to secure, to im- prove, and to retain good teachers. In drafting a schedule designed to achieve these aims, cer- tain conditions and standards must be recog- nized, which are mentioned in the column of Figure I. For example, local cus- toms and policies have their influence ; the new schedule must be applied to many of the teach- ers already in service; the cost of maintaining an individual at an economic standard suitable for the teaching profession requires considera- tion; the salaries must be financed from pub- lic funds. Such facts as these must be faced and considered in relation to each other and to the purposes of the salary schedule, in fixing the amounts to be paid and in deciding upon the detailed provisions of the schedule. The third column of Figure I names the bases for varia- tion in salaries which have been noted in ex- isting salary schedules and which have been second ‘National Education Association, Research Division. ‘The May 27 See especially: Cooke, Dennis H. Problems of the T+ : ). § Elsbree, Willard S. Teachers’ Salaries. New York Eugene. Personnel Problems of the Teaching Staff. New York On the need for a salary schedule even in the very sn Towns.” American School Board Journal 77: 43-44, 133; Town.”” American School Board Journal 81: 47; December 1930 [5 aching Personnel Teachers College, Columbia University Century Co., 1all school August, proposed in discussions of the salary problem. Few schedules include all of them; this bul letin does not suggest that all should be included. The statement of essential elements given in Figure I is related to the entire treatment of thruout this The list of conditions and standards is par- salary scheduling given study. alleled by the second major section in this bul letin which deals with gathering and present ing the facts on salaries; the third column, on bases for variation within the schedule, will be developed in Part II, on decisions in draft ing the salary schedule. Underlying the con- sideration of these elements in any school sys tem is the professional skill and wisdom needed to determine salary policies and to fix rates of pay which will promote the educational wel fare of the community being served. The or ganization for utilizing this professional skill is recognized in the first section of this bulletin, which deals with administrative procedures in preparing the salary schedule. Basic assumptions—In addition to the ele ments recognized in Figure I, certain other as sumptions are made, as follows: 1. The term “salary schedule” is used in accordance with the definition given in a pre vious issue of the Research Bulletin: By a salary schedule is meant a plan for the pay ment of school employees formally adopted by the board of education or school committee, which to a large degree automatically determines the begin ning salary, the amount and number of yearly in creases, and the maximum salary received by vari- ous groups of teachers, principals, and other em ployees with specified qualifications.’ 2. The advantages of paying teachers on the basis of a formally adopted schedule rather than on the basis of individual bargaining are generally conceded,” and will be accepted as basic to the discussion in this bulletin. 3. It is assumed that the present system of occupational distribution in the United States tor boards of education to compete with occupa will continue, which makes it necessary Scheduling of Teacher Salaries Research Bulletin and Co., 1 { Lew New York: Longmans, Green 1931. p. 5-6 1925 Pp system, see §Schwall, H Schedule Huggett, A. J E. ‘Teachers Salary 1928 Salary Schedule for ] tions other than teaching in order to attract able men and women to the teaching profes- sion. It is recognized that young people who choose teaching as a life work do so both for the opportunity which teaching gives to help in the progress of humanity and also for the opportunity which teaching offers to establish economic security for themselves. 4. Another form of competition which must be recognized for some time to come is the rivalry among boards of education for the services of the most competent teachers. Thru state minimum salary laws,* consolidation of indefensibly small school districts, granting of state aid, and improvement in state teacher- preparation programs, progress is being made toward enabling every school system to pro- vide competent teachers for its pupils. But this progress is still too slow. Literally thousands of school districts are entering the market for teachers’ services with the offer of less than a living wage.* So long as the schools are manned by those who must accept such wages, so long will the occupation of teaching fall s} having a completely professional pe: It is not assumed that conditions will c to exist in the United States, where} school systems are unable to compete f, quately prepared teachers. But it seen sonable to suppose that, beyond a mi: which should be met by all, there will }. variations among school systems whi represent a competition for the best te ability. Sources of Information The principal sources of informatio: for the study are: (1) replies to a qu naire sent to city school systems; (2 lished reports of 22 local studies of te salaries; and (3) the provisions of 150 schedules adopted subsequent to 1927. T | I dition, the publications of the Nationa! fd cation Association and the published and opinions of individual students of scheduling have been drawn upon free! ® Spencer, Paul R. A State Minimum Teachers’ Salary Schedule. Contributions to Education, No. 519. New York College, Columbia University, 1932. 150 p. For outline of certain features in eight state minimum schedules, see: National Education Association, Depart Superintendence and Research Division. Organization and Content, Teachers’ Salary Schedules. Educational Resear Circular No. 6, 1935. Washington, D. C.: the Association, 1935. p. 24-27. * For further comment on the problem of the small school system in salary scheduling, see: Carpenter, W. W.. a A. G. “Wasting Human Power.”’ American School Board Journal 91: 32, 58; August, 1935. f Morrison, Henry C. Th ment of the School Money. Chicago: University of Chicago Press, 1932. p. 228-29. | | Purposes To secure new teachers who are personally competent and pro- fessionally well prepared . To encourage the professional growth of teachers while in service To retain the most competent “teachers in the school system Conditions and Standards To Be Recognized Community attitudes and traditions Local standards for appointment and administration of personnel Teaching staf already in service Supply of desirable applicants Salaries and policies in other school systems Salaries and opportunities in other occupations Costs of an appropriate standard of living for teachers | Legislative standards Financial resources FIGURE I. Possible Bases for Variation Within the Schedule Itself Position or special assignment Professional preparation before or after appointment equivalent professional act Years of teaching experience Directive responsibility Teaching efficiency Non - professional factors race, marriage, dependent ESSENTIAL ELEMENTS IN THE SCHEDULING OF TEACHERS’ SALARIES [6] [he questionnaire—A questionnaire® on practises followed in the preparation of salary iles was sent in October 1935 to school scned systems Which had previously reported the idoption of a new salary schedule in 1928 or any later year. The mailing list for the ques- tionnaire was based primarily on information collected by the Research Division late in 1934 in its biennial salary study for 1934-35.° A few other cities, known to have adopted salary schedules in 1935, were included. The years 1928 to 1934, in which most of the schedules in the questionnaire study were adopted, cover a period which is about equally divided be- tween pre-depression and depression years, so far as teachers’ salaries are concerned. Rela- tively few school systems were affected by fail- ing revenues before 1931 and the full effect of depression cuts came later in most places. Table 1 shows the total number of question- naires and replies, and indicates that 222 usable replies were received. The five population groups as defined in columns 1 and 2 of Table 1 are followed con- sistently thruout this bulletin and are referred to by number, both in text and in tables. The questionnaire findings, however, are for the most part presented under three headings: Groups I and II combined, representing the large cities; Group III, which includes cities 5 The questionnaire is reproduced in the closing pages of this bulletin. It is followed by a list of the 222 submitting usable replies. ® The study is summarized in: National Education Association, Research Division Research Bulletin 13: 1-30; March, 1935. 7 See items marked with asterisk in ‘‘Refgrences to Local Studies of Teachers’ Salary Schedules,” section of this bulletin. of 10,000 to 30,000; and Groups 1V and V, which include the smaller cities of 2500 to 10,000. The date of adoption of the reported on by the questionnaire is given in Table 2. Approximately half of them, or 49.6 percent, were adopted in 1928, 1929, and 1930. Several items in the questionnaire on practises which might show a tendency to increase or 222 schedules decrease in the course of seven or eight years were studied on that basis, but as no significant trends were noted the tabulations of replies are not organized on the basis of years. The 22 local studies—The published reports of salary studies made in a number of school systems were examined, in order to bring to- gether the suggestions which they offer for the drafting of a salary schedule. An effort was made to secure for this analysis reports of all salary studies published during the past ten years which present a proposed salary schedule accompanied by an interpretation and presenta tion of supporting statistical data; 22 such studies were located.? Other reports, which deal with status but do not recommend a sched- ule, have been studied and used in the prepa- ration of the bulletin, but are not included in the tabular analysis. The 150 salary schedules—An analysis was made of the content of all the salary schedules 2 school systems “Salaries of School Employees, 1934-35.” at close of second major The studies mentioned in this list are referred to by name of city only, both in text and tables ‘See items not marked with asterisk in “References to Local Studies of Teachers’ Salary Schedules.” TABLE 1.—QUESTIONNAIRES ON PREPARATION OF TEACHERS’ SALARY SCHEDULES, NUMBER ISSUED AND PERCENT OF RETURN Size of school systems to which questionnaire was sent Population }4 ranges Group number 1 2 3 I Over 100,000 40 II 30 000-100, 000 59 Ill 10,000— 30,000 133 IV 5,000— 10,000 118 V 2.500— 5,000 146 496 Number of replies ® Percent of usable replies Number of usable replies * Percent of return — / 45 45.8 55 42.4 44 * A number of replies were not usable because (1) the reply indicated that the date of adoption formerly reported was not the date of the basic schedule but of temporary adjustments due to depression conditions, or (2) the respondents did not answer the questions but merely stated that the salary schedule referred to by the questionnaire was still in effect submitted ta the Research Division in connec- tion with the 1934-35 biennial study of school salaries which were (1) either printed or mimeographed, and (2) dated not earlier than 1928. There were 150 schedules which met these two tests of availability and recency.° Table 3 indicates the distribution by city size of the school systems represented by these schedules. Presentation of findings—The questionnaire replies are emphasized in the first section this bulletin, on administrative procedu preparing and adopting the new salary ule. The second section, which deals with ering and presenting the facts on salaries. based largely on the 22 local salary studie The March 1936 Research Bulletin wil) py, sent the material from the 150 schedules also will draw upon all other sources used j; the study. ® For a list of the 150 schedules, and a more detailed report of the analysis, see: National Education Association, Dey of Superintendence and Research Division, Organization and Content, Teachers’ Salary Schedules, op. cit. TABLE 2.—DATE OF ADOPTION OF 222 SCHEDULES IN QUESTIONNAIRE STUDY Group Groups Total 3 = ware Number Percent Groups 1 and II* 14 a i =) PUR NAwWRO | | | | | | 74 103 222 33.3 46.4 * For population ranges, see Table 1. TABLE 3.—SIZE OF SCHOOL SYSTEMS REPRESENTED BY 150 SALARY SCHEDULES ANALYZED, AND YEAR OF ADOPTION Tota! Group Group Group Group Group Is II Ill IV VV Num- Per ber cent 7 1928 1929 1930 1931 1932 1933 1934 23 33 33 15 14 13 -euUununoon Total Number.... 25 32 43 28 22 150 Percent.... 16.7 21.3 28.6 18.7 14.7 100 * For population ranges, see Table 1. HE ADVENT of the definite salary schedule was a long step toward the profes- sionalization of teaching. The elimination of the personal element permits the school authorities to consider the problem in all its ramifications, imperson- ally and dispassionately, with an eye to the present and future welfare of all . It is no longer a question of whether or not a school system shall have a salary schedule; the problem today is how to formulate the most effective schedule.—Willard S. Elsbree, Teachers’ Salaries, 1931, p. 5-6. concerned. . . TEMS ARY YEAR ta] cent \Vhat administrative machinery is set in tion before a new salary schedule is adopted ? \Vhat groups participate in its preparation? Io what extent are systematic studies made as _ basis for the recommendations in the sched- ile? How long does it take to prepare the schedule? This chapter deals with these and related questions in the light of the 222 replies to the questionnaire which was sent to school systems where new salary schedules were adopted during the years from 1928 to 19335. Extent to Which New Schedules Are Replacements of Older Ones Very few large school systems are operated now without a definite salary schedule, for- mally adopted by the board of education. Much progress has been made toward acceptance of the salary-schedule plan since 1914, when Boykin and King found definite salary sched- ules in effect in only 13.1 percent of the 820 cities above 5000 in size which they studied.’ In 1932-33 there were 1283 cities above 5000 in population which reported on teachers’ salaries to the Research Division of the Na- tional Education Association; 950 of these systems, or 74 percent, reported the provisions of a definite salary schedule.” The 222 schedules reported on by the pres- ent questionnaire inquiry were for the most part replacements or revisions of older sched- ules. As may be seen in Table 4, a salary schedule had been adopted earlier in 79 per- cent of the cities reporting. Even in the cities in Groups IV and V, two-thirds of the sched- ules were replacements of older ones. The existence of an older schedule, however, need not prevent a full consideration of the whole salary problem when a new schedule is being prepared. Preliminary Steps “By what official or group was the first for- mal proposal for the new salary schedule made?” Replies to this question from 215 school systems are summarized in Table 5. »-39 Administrative Procedures in Preparing and Adopting the New Salary Schedule In the majority of cities the superintendent of schools took the lead in suggesting that a new schedule be prepared. Next in frequency is the board of education, and third, the teachers as sociations. A number of replies refer to a pro posal made jointly by superintendent and board, or superintendent and members of the TABLE 4.—NUMBER OF CITIES WHERE NEW SALARY SCHEDULE REPLACED A PREVIOUS SCHEDULE Groups G Groups Question and replies I and 7rouPp Vand Total II® Ill 1 2 3 4 5 Had a_ schedule been adopted previously? Yes 44 62 67 173 No ‘ 1 12 33 te) Total replies 45 74 100 219 Percent replying Yes. 97.8 83.8 67.0 79.0 “8 For population ranges, see Table | staff. As shown by Table 6, nearly two-thirds of the schedules were prepared after formal action had been taken by the board of education, authorizing the preliminary work on the sched ule. Several other replies indicate that informa] approval was granted. One superintendent stated: The superintendent made a report to the board pointing out the difficulties arising from working under the then present schedule, indicating that he was working with a committee of teachers and would have a report later on, and asking for sug gestions from the board. Complete understanding between board of education and school staff from the very be- ginning of a study of the salary question seems to be desirable. Altho the actual preparation of the schedule would best be left in the hands of a professional staff, the board of education must take final responsibility for adopting the schedule. There may be much motion lost if the board is not informed of work going for- ward on the problem of salaries. ‘ Boykin, James C., and King, Roberta, Tangible Rewards of Teaching. Compiled for the Committee on Teachers’ Salaries ind the Cost of Living of the National Education Association (Joseph Swain, chairman). U. Bureau of Education, Bulletin, 1914, No. 16. Whole Number 589 S. Department of the Interior Washington, D. C.: Government Printing Office, 1914. p. 10-1: 2 National Education Association, Research Division. Special Salary Tabulations, 1932-33. Washington, D. (¢ the A ition, 1933 [9] TABLE 5.—OFFICIAL OR GROUP MAKING FIRST PROPOSAL FOR PREPARAT Ion OF NEW SALARY SCHEDULE Groups I and IIe Group Ili Groups IV and V Tota Official or group —— Number Percent Number Percent Number Percent Number | 2 3 4 5 6 Superintendent and staff Superintendent of schools 13 Superintendent and committee representing teach- ers and administrative staff Superintendent and committee of teachers Superintendent and one or more members of e@mimietentive otal... 6 ccccccscccsece akan Committee of teachers. . I CHIN. noc n 0 cv iecdcescvccen : Board of education and staff. . Board of education or school committee , Committee of the board...................045. ' President of board of education Superintendent and board of education....... Superintendent and a committee of board Superintendent and secretary of board......... Board, superintendent, and teachers associations. Teachers associations Teachers association Superintendent and teachers association Superintendent and committee of teachers asso- ciation Committee of teachers association Other groups Taxpayers’ association State legislation 70.8 45 66 Total replies 100.0 215 100 * For population ranges, see Table 1 Personnel Participating in Preparing the Salary Schedule In the majority of cities from which reports were received, the superintendent not only initiated work on the salary schedule but con- tinued to take the lead in the various stages of its preparation. Evidence on the service of other groups is given in Tables 7 to 10. Chief responsibility—Information on the official or group having chief responsibility for drafting the schedule is given in Table 7. In 129 replies the superintendent of schools alone 4 mention the board working in cooperation with teachers; one the board working with a taxpayers’ association, and one a citizens’ com- mittee appointed by the board of education Official recognition of teachers associations to the extent of delegating chief responsibility for the schedule to the associations or thei: committees is indicated in 11 replies. TABLE 6.— AUTHORIZATION BY BOARD OF EDUCATION FOR PRE- LIMINARY WORK ON _ SALARY SCHEDULE is mentioned as having chief responsibility ; 24 mention the superintendent working with other members of the staff; 28 mention the super- Groups Group Groups Question and replies I and IVand Tota! -— = intendent working in cooperation with repre- 3 sentatives of the board of education ; and 2 re- port the superintendent and a committee of the teachers association as having chief responsi- bility. This leaves only 39 replies which do not Was board action taken authorizing preliminary work on schedule? mention the superintendent. Of these, 15 re- port that chief responsibility was retained by the board of education or one of its committees. Total replies. . . Percent replying Yes 62.2 Chief responsibility by staff officers or com- mittees of teachers is mentioned in 7 replies; * For population ranges, see Table 1. ® [10] hh -H_— tin Aiea 0s Sb eee oe a wrerTeaTr an TADY rm w«- ‘sazuei uoneyndod 104 » 18 o°OOT ¢S 0°00! £01 0°00! be sa TROL “UOTMBDOSSE S14 yea? J JO 9a} }1UIWI0) UOT BMOSse SIVYEI} jO 93}]1TWIWIOD pue juapuaquuedns : IDOSsB Saya} pue JUspuazULIOdNS , UOTBIDOSse SIVYIVI | REPT TTT rir ee SUOTIRIDOSSe Sarva] **(uoneonpa jo e Japun Zurysom ‘pajzejys jou) [emyjo 10 dno1y paeeg Aq Ps ajuriodde ‘3a}}1UIWIOD SUaZI}I-) uoleonpe JO pieog pue uoTePosse ssaAedxe}] wo! 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Includes 4 cities—1 in Group III, 3 in Groups IV and \ 4 in which funds for schedule were approved by 2 diffe agencies. [16] schedules which equalized or lowered sal- were required, property assessments were ris 8 of which were adopted before 1932, ing in value thus making a higher tax rate in 1932, 8 in 1933, and 5 in 1934. unnecessary. Need for increased funds—Increased, funds Developing public support—The question required in 173 cities, in order to put the naire included an item on methods used to de vy schedule into effect. The raising of these velop public support for the new schedule. nds required the approval of some official Four publicity methods which had been men ncy other than the board of education, tioned in published accounts of salary schedule isually a municipal body, in 55 cities. In 72 adoptions’ were listed for checking, and re es, or less than half of those requiring in- spondents were asked to mention other meth eased funds, the local tax rate was raised to ods. Table 13 summarizes the replies, showing it the new schedule into effect; in 55 cities that in 65 cities, or 30.5 percent, efforts were ncreased state aid is reported as a factor in made to enlist public support. Newspaper pub making it possible to adopt a new schedule. The _ licity was used in 52 of the 65 cities, reports nlies which mention state aid come from 24+. on salaries were distributed in 32, and in 30 tates; only New York, Kentucky, Washing- support of parent-teacher groups was sought n, Oklahoma, and Idaho are represented by Several replies indicate an unfavorable at re than 2 replies each in the group of 55 titude toward the items suggested in the ques ities. tion on public support, by an emphatic nega It will be noted that more cities report tive reply, or a comment that publicity would her salaries than report the need for in- not be helpful. On the other hand, several re reased funds, and that more cities report a_ plies to the question on procedures if a new ed for increased funds than the combined schedule were to be adopted mentioned the 1umber of those reporting a higher tax rate or desirability of informing the public, enlisting ncreased state aid. The questionnaire replies parent-teacher cooperation, and _ providing lo not fully explain these apparent paradoxes. greater participation by the community. It may t seems, however, that in a number of cities be that the question, as worded in the inquiry where the new schedule tended to raise salaries, form, suggested the “‘campaign” type of pub he need for larger funds did not arise the first _ licity, sometimes associated with efforts to raise vear. In some places where increased funds teachers’ salaries.* Writers on educational in “Vote of Confidence.”” (Cincinnati, Ohio.) Journal of the National Education Association 16: 53-54; February, 1927 See also the New York Citizens study, p. 196-222. 8 Almack, John C., and Lang, Albert R. Problems of the Teaching Profession. Boston: Houghton Mifflin Co., 1925 52. { Elsbree, Willard S. Teachers’ Salaries. New York: Teachers College, Columbia University, 1931. p. 173-210 TABLE 13.—METHODS USED TO DEVELOP PUBLIC SUPPORT FOR NEW SCHEDULE Groups I and II® Group III Groups IV and V Total Procedure ———— - Number Percent Number F ent Number Percent Number Percent 2 3 4 54.5 45.5 Total replies ee eee 100.0 sthods used: Newspaper publicity Distribution of reports on salary situation Presentation of case to parent-teacher groups. . Presentation of case to service clubs Other methods used> Total replies Sar a asceiOe di oie (100.0) (100 * For population ranges, see Table 1. > Other methods: Presentation of case to chamber of commerce, 2; presentation of case to city officials, 2; informal preser n to certain citizens, 2; presentation of case to town meeting, 2; public hearings, 1; posters, 1 [17] terpretation have pointed out that campaigns for school support, while frequently success- ful, are likely to induce exaggeration, to de- pend upon emotional appeal, and to develop an opposition which may continue active when the campaign is over.” More good for educa- tion, in the long run, may be done by a con- tinuous effort to keep the community fully in- formed at all times on important school poli- cies and proposed changes in such policies. Format and Organization of Schedule Information is not available for the 222 schedules reported on by the questionnaire as to the format and length of the official docu- ment in which the salary schedule, when finally adopted, was published or otherwise released to the public. In some cities, the complete sched- ule is not available at all except thru a few typed copies. But more frequently the sched- ule is printed or mimeographed. Of the 150 schedules which were analyzed for this bul- letin,'® 103 were mimeographed and 47 were printed, as shown in Table 14. Fifty-nine of the schedules consist ef a single page; the others range from two to thirty-four pages. Essential items in completed schedule—Some of the schedules consist of a mere outline of minimum and maximum salaries paid to teach- ers; others include salaries for all employees. Some give no explanatory discussion whatever ; others give many details regarding qualifica- tions, placement on schedule, and methods of salary administration. Essential items of in- formation which frequently are included are the following: 1. Official identification—city and state, name of body adopting the schedule, date of adoption. 2. Classification of salaries. 3. Minimum qualifications for appointment to each salary class. 4. Minimum salaries for each class or position. 5. Maximum salaries for each class or position. 6. Number and size of increments; conditions governing the granting of increments. 7. Basis for granting supermaximum when such salaries are provided. 8. Differentials, if any, on basis of sex, race, marriage, dependents, 9. Transfer of teachers in schedule to new schedule. 10. Amount of salary credit allowed to new teach- ers for approved experience in other systems. salaries service from old 10 See Introduction, p. 7. TABLE 14.—FORM OF PUBLICATIon AND LENGTH, 150 SALARY SCHEDULEs Groups IV and Vv Groups Iand Group IIa Ill Form, length 2 Printed: Separate document. . Part of rules Part of annual report. Part of handbook.... Total printed... 6-10 pages 11-15 pages......... 16 or more pages.... Total printed... Mimeographed: 11-15 pages......... 16 or More pages. ... Total mimeo- graphed ® Farley, Belmont. School Publicity. Stanford University: Stanford University Press, 1934. p. 8-11. { Moehlman, Arth Public School Relations. Chicago: Rand McNally and Co., 1927. p. 57-65. Superintendence. Critical Problems in School Administration. Twelfth Yearbook. Washington, D. C.: the Association, 1934. | , 0 ey eee ee * For population ranges, see Table 1 A number of schedules include facts on p cies governing leaves of absence, substitut service, retirement system, payroll procedures, efficiency ratings, and other policies affecting the teaching personnel. Time Required for Salary Schedule Preparation For the schedules in the questionnaire stud the time required from the date of beginning work on the schedule until it was adopted by the board of education ranged from a few da\s to two years. The median time in the large: cities was six months and in the two groups o! smaller cities was four months. Table 15 1 ports these figures in some detail. Considerable time would seem to be neces sary for the thoughtful effort which the prepa ration of an adequate salary schedule requires, especially when the services of committees are drawn upon and opinions of the teaching stati are consulted. Democracy is not always ex peditious in its workings. Even if the work is B {| National Education Association, Department Dp [18] ile TABLE 15—TIME REQUIRED TO GET NEW SCHEDULE PREPARED AND PUT INTO EFFECT Groups Groups Total Time Iand SFP Ty and — - 7 II@ V Number Percent 1 2 3 4 5 6 Time required from beginning work on sched- ile until adop- 2 months or "ar 5 22 33 60 29.3 3-4 months. 12 19 26 57 27 8 5-6 months. 12 12 14 38 18.5 7 months— 1 year.. 8 10 18 36 17.6 More than 1 year ..... 7 3 4 14 6.8 Total... 44 66 95 205 100.0 Median. 6 mos. 4 mos. 4 mos. 4 mos. Time from adop- tion to date when schedule was put into effect: At OmCE.... 7 10 14 31 14.6 2 months or Ae 6 14 19 39 18.4 3-4 months 12 18 30 60 28.3 5-6 months 10 19 30 59 27.8 More than 6 months... 8 7 8 23 10.9 Total... 43 68 101 212 100.0 Median. 4 mos. 4 mos. 4 mos. 4 mos. ‘For population ranges, see Table 1. to be done by the superintendent alone, he will need time to gather facts and consider the vari- ous possibilities for classifying salaries, fixing their limits, and planning for flexibility in their administration. The board of education will want time to weigh the provisions of so impor- tant a policy as a proposed salary schedule. These considerations seem to suggest that the median time reported by the questionnaire re- plies—four to six months—might be consid- ered as a desirable minimum for school off- cials undertaking the preparation of new schedules. Of the questionnaire replies mentioning dif- ferent procedures which would be followed if a new schedule were adopted, only one refers specifically to time, suggesting “longer time for preparation to enable more scientific ap- proach.” This superintendent was reporting from a Group III city, on a schedule which 11 See local salary studies: Cincinnati, p. 42; Ft. Worth Nashville, p. 241-42; San Francisco Teachers, p. 98-99; San Francisco Citizens, p 2 Lynn, p. 162 ) } [19] had been prepared and adopted in two months A number of other replies proposed the organi zation of committees, the privilege of review by teachers, the making of a more careful statistical study, and other procedures which would take additional time. The replies to a question on the time which elapsed from date of adoption to date when schedule was put into effect are included in Table 15. The typical practise appears to be to adopt the schedule in April, May, or June, and to put it into effect at the opening of the next school year. A few cities, however, report a longer period, in order to allow more time for adjustments from an older schedule to the new one. Transition from Old to New Schedule Altho the questionnaire did not include an item on the method of transferring from the old schedule to the new one, several replies make reference to the administrative problems raised in putting the new schedule into effect. A number of the local salary studies included suggestions on the application of the proposed salary schedules to teachers already in service. Among the provisions noted frequently that no salary be reduced as a are the following: result of adopting the new schedule ; that teach ers be placed on the salary step in the new schedule which is next above their present sal ary; and, in the case of preparation schedules, that service credits in lieu of professional] train ing be allowed for the teachers of longest sery ice. The Lynn study makes these suggestions for the transfer to the new schedule: 1. No teacher’s salary shall be reduced as a re sult of the new schedule. 2. All new teachers coming into the system should be placed on the new schedule at once. 3. All teachers should be increased at least to the minimum to which their training entitles them 4. Teachers now receiving the minimum or more for their group shall the regular annual increment until the maximum is reached. receive 5. Teachers now receiving the maximum, o1 more, for their group shall not be eligible for fur ther increases until further training is secured 6. Teachers who come into the system with teach ing experience should be placed above the mini mum for their group. The committee suggests that two years outside the system be equal to one in the system.’ 313-14; 44; Los Angeles, p Lexington 103; Lynn, p 5 -106 99-101; Springfield, p. 10 Summary and comment of proposed schedule give: members of the board of education. The + ency for increased participation by othe: members is favored by superintendents w!} port on desirable changes in procedure. new schedules have in general tended to salaries and to require increased funds special efforts to develop public support financing the new schedules have been rn: sary in relatively few of the communities This section has summarized questionnaire replies on the preparation of teachers’ salary schedules from 222 school systems where schedules have been adopted recently. It has been shown that in the majority of these school systems the new schedule replaced an older schedule. The typical procedure was found to be (1) preliminary authorization by the board of education for work on the schedule, (2) a systematic study of the salary problem, made resented. The time required for preparatio by the superintendent or other agency working the new schedules averages from four t under the authority of the board of education, months. The section also presents sugges! and (3) chief responsibility for preparing the as to the essential items to be included in schedule carried by the superintendent of completed schedule, and calls attention t schools, with some assistance from teachers need for a considered policy in making and other staff members, and with criticism transition from the old to the new schedu RINCIPLES for the establishment of teachers’ salary scheduies: (1) The welfare y of the child and not the teacher should take first place in the determination of what teachers’ salaries should be. (2) The salary schedule of a city is a potent factor in determining the quality, both in character and ability, of the persons attracted to its teaching force. (3) The salary schedule of a city and its administra- tion determine the quality of preparation and degree of continued professional growth of its teachers. (4) The salary schedule of a city school system and its plan of administration tend to determine the quality of the teachers who remain in the system. Adoption of a new salary schedule, however well conceived, will not correct all the mistakes of the past; it will not re-create at once the teaching personnel, or free a school system overnight from the evils of tradition and interference. But it will serve to prevent the repetition of mistakes; to gradually re-create the staff; and ultimately, to exclude non-professional influences. A salary plan conceived upon the fundamental principles stated above should be looked upon not as a panacea, but as the basis of a program of reconstruction within a school system, the full effect of which may not be fully realized for ten or fifteen years.—F. W. Hart and L. H. Peterson, Teachers’ Salaries in San Francisco, 1929, p. 89-90. the the ‘omr Gathering and Presenting the Facts on Salaries administrative procedures described in st section suggest the framework in the actual process of preparing the salary ile is set. This process is considered as ting of two main divisions: first, a study » facts which must be recognized in set- ip the local salary schedule; and second, es of decisions on the questions which tise as each section of the schedule is written. [his section deals with the study of facts. It presents evidence from the questionnaire and ‘rom published reports of 22 local salary studies. It also offers suggestions as to certain sources of basic information needed in the mak- ng of salary studies. Form of Report of Salary Studies Altho 186 of the 222 questionnaire replies stated that a systematic study and a report were made in connection with preparing the schedule, it appears that in many school sys- tems the desired facts on salaries and related items are collected and used but are not as- sembled into a single document. The school oficials who stated that a study had been made were asked certain questions on the kind of report issued as a result of the study.’ Four types of report were described, as follows: 1. A proposed salary schedule, without the sup- porting statistical data collected in the study. . A proposed salary schedule, accompanied by separate exhibits giving the more important statistical findings of the study. . A proposed salary schedule accompanied by a comprehensive written interpretation and presentation of the statistical data. . A written interpretation and presentation of the statistical data, without definite recom- mendations for a schedule. The replies from 137 superintendents indi- cate that 52 of the reports were of the first type, 55 of the second, 25 of the third, and 5 of the fourth. Copies of the reports, other than the salary schedules themselves, were furnished for only 11 studies. Of these, 3 were of the second type, schedules and exhibits; 5 were of the third type, comprehensive reports and rec- ‘ommendations; and 3 of the fourth type. The citation to the name of the city only. 7A one-page inquiry was sent to the first 160 superintendents who reported that a study hac * See items marked with asterisk in list of ‘References to Local Studies of Teachers ection, for complete reference to reports. All items in the bibliography are referred to in this bulletin, replies seem to indicate that in the majority of these cities the information studied in the preparation of teachers’ salary schedules is used | informally, more or less as a general back ground of information for those responsible for preparing and adopting the salary schedule. The 22 reports which were analyzed in de tail for this bulletin were all of the third type mentioned in the preceding paragraph—a pro posed salary schedule accompanied by a com prehensive written interpretation and presen tation of supporting statistical data. Eleven of them are printed as parts of general school separate reports dealing with salaries only. Table 16 lists the school systems represented, the size of city, date of surveys; eleven are study, personnel making the study, and spon sorship.? Factors Studied in the Preparation of Teachers’ Salary Schedules The kinds of information needed in the study of teachers’ salary schedules are sug gested by the list of “Conditions and Stand ards To Be Recognized” given in Figure I on page 6. Some of the items in that list, such as “community attitudes and traditions’ and “legislative standards,” may be considered without compiling statistics. Other items such other systems,” and as “salaries in school “financial resources,” can be considered most intelligently after studying pertinent statistical material. All but two of the 222 superintendents re plying to the questionnaire reported on the kinds of information used in preparing the sal- ary schedule. Altho no facts are available as to the detail in which this information was col- lected and studied in the 220 school systems, the frequencies reported in Table 17 may be taken as an index of the relative importance of these items in the judgment of the superintendents reporting. A general overview of the topics emphasized in the 22 published reports is given in the “composite table of contents,” Table 18. 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Aasiaf MAN ‘19780[D ‘uONPONpes jo preog Aq pajuloddy ‘ueulieyo se jJUapusjUedNs jURIsISSe UP YITM ‘SJayIRe} JO 39z}TUTUIO™) 9761 ae” CC TRAD S eee eo) Re eer Ono ‘NeuuPutl) ‘uoneonpe jo preog Aq pezuoyINny ‘seIpNis Play JO UOISIAIp Aj}IsiaAruUN & Aq apeuUr ‘A2AINS [OOYIs [eJaUad JO RIS 7e61 eae e. ee SSeS Se ee sioull]] ‘Ose > 4 £ z I yodal Of6l diyssosuods puv jouuo0sisg yo exe ‘uoneindog Ayia SHIGNLS AAVIVS IVDOT 22 ‘dIHSHOSNOdS ANV “ISNNOSUGd ‘ALVA ‘AZIS ALID ‘NALSAS IOOHDS—'9I ATAVL [22] mr) fa chapter or major section. Several of the reports follow the general outline of chapters which Table 18 suggests. [he statistical items presented in these vari is chapters have been classified under the fol ou lowing seven headings: 1. The salary schedule already in effect 2. Salaries paid in other school systems 3. Salaries in occupations other than teaching 4. The present teaching personnel 5. Cost of living and standard of living in rela- tion to teachers’ salaries 6. Service conditions and administrative tises affecting personnel and salaries prac Financing the salary schedule. The discussion of each of the seven topics in this bulletin will report the kinds of statistical 22 reports, information presented in the and will call attention to the significance of certain items in relation to salary schedules. Several tables are reproduced, in Figures [I-XII, which illustrate methods of tabular presentation of salary information. ‘These eleven figures are presented not as models but as practical examples of ways in which some of the facts on salaries have been organized for TABLE PERCENTAGE ACCORDING 8400-2499 00-3399 100-3199 200-3299 000-2099 2900 2 m9 80-2899 27(K)-2799 600-2699 10-2599 2400-2499 9 »91)()-2299 100-2199 2000-2099 1900-1999 1800-1899 1700-1799 1600-1699 1500-1599 1400-1499 T rt al Upper Quartile Median Lower Quartile DISTRIBUTION OF CLASSROOM TEACHER rO ANNUAL SALARIES, PASADENA CITY HOOLS, 1928-1929 1 17 17 r 11 1 15 8 ’ 8 6.5 lf 2o 4 F ) 1 7 lf 8 4.1 25 8 1.6 7 19 18 10 g 8 12 100 271 100 95 l 959 $2702 1 7 2440 1 14 190 1RHR I udy, 1929, ¢ FIGURE II TABLE SHOWING DISTRIBUTION OF TEACHERS ON SALARY SCHEDULE, REPRODUCED STUDY FROM PASADENA 17.—BASIC INFORMATION USED IN PREPARATION OF SALARY SCHEDULE, AS REPORTED BY SCHOOL OFFICIALS Kind of information the staff, on Personnel data for individual members of Professional status, including such items as training and experience Economic status, including such items as income, expenditures, savings, and outside earnings Personal status, including such items as marital status, living conditions, and Salaries paid employees in other school systems (bility of community to finance the salary schedule as shown by tax rate, assess ments, wealth, income, state aid, etc..... Salaries paid to public employees other than school employees mes of professional groups other than schoo! employees Index numbers of cost of living or purchasing power of the dollar Wage rates of unskilled labor........ Other kinds of information reported> . SO bbe Orbe awee ees * For population ranges, see Table 1. > Other kinds of information: State legislative provisions class and pupil-teacher ratio, 1; annual turnover, 1; efficiency ratings of local teachers, 1; Estimated additional cost of putting proposed schedule into effec , I cost of additional training in service, 1; additional income possibl vidence on loss of employees to other systems where higher salaries are paid relationship of financial Number of salary schedules‘for which the information was used Groups Groups Total Group I and IV and Il * V Number Percen 2 3 4 5 6 410 o8 94 0 91.8 14 6 23 63 8.6 14 24 4 ¢ 28 42 61 90 193 & 34 65 Ri 180 g s 36 53 5 146 ( t 31 39 46 116 5? 14 32 45 91 41.4 23 4 32 85 aR ¢ »3 6 30 ) 5.9 20 18 34 7? 4 3 ¢ 12 5 45 73 102 220 100.0 alaries paid in different positions tatistics for other school systen le thru state aid, 1 [ 23] study. represent the seven types of statistical infor- mation, as follows: In general they have been selected to The salary schedule already in effect Distribution on schedule, Figure II Trends over period of years; percent of change, Figures III and X Salaries paid in other school systems Minimum, median, and maximum salaries; group averages, Figure IV Average salaries, rank of cities compared, Figure V Salaries in occupations other than teaching, Fig- ure VI Present teaching personnel * Professional preparation, Figure VII Teaching experience, Figure VIII Cost of living in relation to teachers’ salaries, Figure X Service conditions and administrative practises TABLE 18—COMPOSITE TABLE CONTENTS FOR REPORTS OF LOCAL SALARY STUDIES Chapters . Introduction . Summary.. = a ee we ea ia a . Plan of procedure. _ EN eS Ee . The school department . Economic trends and teachers’ salaries. . ‘I. The teaching profession . The present salary schedule . Trend of salaries of local teachers...... . Teachers’ salaries in other comparable . Teachers’ salaries and incomes of other vocational groups. . . Cost of living and teachers’ ‘eal: aries..... . The teaching personnel—professional, economic, and personal status......... . Working conditions of local staff......... ’, Employment, retention, and promotion of local teachers . " XV. Financial abilit f the city t ort Teacher turnover, Figure 1X —s © ——— Pupil-teacher ratio, over period of years, Figure X Financing the schedule Municipal and school expenditures, Figures X and XI Estimated cost of putting schedule into ef- fect, Figure XII. * A series of illustrative tables on living conditions, sex, marital status, number of dependents, total income, length service, and sources and uses of income may be found in: National Education Association, Committee on the Econon of the Teacher (B. R. Buckingham, chairman). The Teacher’s Economic Position: Facts and Recommendations. Washington 1935. 103 p. (Published aiso as the September, 1935 Research Bulletin of the National Education Ass XVI. School revenues and expenditures. . ; XVII. Factors requiring consideration in ‘de ter- mining salaries Principles of a good salary schedule..... Basic principles followed in construction of proposed new schedule XX. Proposed new salary schedule......... , XXI. Cost of the proposed new schedule....... XVIII. XIX. the Association, 13: 165-267.) AVERAGE ANNUAL SALARY OF CINCINNATI Day ScHooL TEACHERS AND PriNcIPALs BY Types OF ScHOOLs, 1930-31 To 1933-34 (1) | — Annual Salary by Years Types of Schools | | 1933-34 | Percent of Decrease | 1930-31 | 1931-32 | 1932-33 | | Since 1930-31 | Kindergarten | 182. 181 1—Teachers Elementary Schools 1—Teachers 2—Principals Junior High Schools 1—Teachers 2—Principals Senior High Schools 1—Teachers 2—Principals Special Schools and Classes BH areas Ml 2—Princi — \saa77 Lewis $2,052 | 2,353 3,731 2,495 4,091 2,214 3,482 2,196 3,468 2,307 3,735 2,564 3,934 2,344 3,810 2,627 4,346 2,801 4,169 2,469 4,730 2,297 4,365 2,277 3.864 3,532 23.7 23.1 2,611 4,590 2,138 3,404 2,801 4,428 2,852 3,467 2—Principals (1) These data es secured by the Cincinnati Bureau of Governmental Research from the records of the Cincinnati Board of Education. Cincinnati survey, 1935, p. 240. = ————]J L FIGURE III FIGURES ON TRENDS IN SALARIES OVER A PERIOD OF YEARS, AS PRESENTED IN TABLE REPRODUCED FROM CINCINNATI SURVEY [ 24] Altho this section emphasizes the statistical ach to the preparation of salary schedules, must be remembered that the statistics col- | in salary studies are significant not for hemselves but for the use which is made of m. Statistical material in itself cannot an- the basic questions of policy. All statistical rmation which will be directly helpful in lecisions to be made should be assembled, | no more. The Salary Schedule Already in Effect The value which the community places on eaching is often indicated by the service aries already being paid to teachers and y the trends in salaries over a period of All 22 reports include information in the salary schedule already in effect, the being suggested in years. variety of presentation Table 19. (he figures on minimum salaries; incre ments; average, median, maximum, and super- maximum salaries; and distribution of salaries are given separately, in every case reported, for elementary- and high-school teachers, and for junior high schools where they have been organized. In some of the reports there are several additional subdivisions used consist- ently thruout, such as teachers in kindergarten classes, trade schools, and junior colleges, also principals and supervisors. It will be noted that a number of reports show trends in salaries over a period of years. For the most part these figures go back at least ten years. One report uses 1898 as the first vear. Three use 1900 for certain comparisons and 1913 and 1914 for others. Five other re- ports use dates from 1913 to 1918 as the starting point; one uses 1919-20. The fact that various indexes of prices and cost of living have been based on the years 1913 and 1914 doubtless explains the frequent use of these years as a point of reference in the early studies of salary trends. It is prob- able, however, that a later year will be more frequently used in future studies of sal- aries. A recent announcement that the United States Department of Labor intends to shift to a 1923-25 average for the base of its retail price index suggests the possibility ‘f using these years in studies of teachers’ lary trends.‘ OT ‘Williams, Faith M.: Hogg, Margaret H.; and Clague, TABLE 19—ITEMS ON THE LOCAL SALARY SCHEDULE AND ON SAL- ARIES PAID IN OTHER SCHOOL Sys TEMS, IN REPORTS OF LOCAL SALARY STUDIES 99 “e For local city For com Item parable cities 2 Minimum salaries 1 Present amounts. . . 1 Amounts in an earlier year, or years Percent of change since an earlier year Index of change, by years... Increments ; Present amount and number Amount and number, by years Average salaries Present amounts ; Amounts in an earlier year, or years Percent of change since an earlier year Median salary Present amounts Amounts in an earlier year, or years Index of change, by years ; Ratio of median salary to maximum salary Maximum Salaries Present amounts iat Amounts in an earlier year, or years Percent of change since an earlier year Index of change, by years + Number of teachers receiving the maximum salary.. Percent at maximum ‘ : Number of years since maximum was reached Range between elementary maximum and high-school maximum Ratio maximum salaries salaries sb ‘ Supermaximum salaries Present amounts Basis for supermaximum Distribution of salaries—number or percent teachers at each salary level Present year Over period of years Other items: Index of relative amounts paid in vari positions Elementary salary equaling 100 High-school salary equaling 100 Use of single salary schedule Salary differentials teachers of capped pupils ‘ Differentials in salary for men teachers Salaries in local private schools 1 22 of to minimum us handi to Studies represented Read table as follows: Seventeen of the local salary studies present figures on the minimum salaries scheduled for teachers in the city being studied and 15 give this information for com- parable cities. Seven of the 17 cities give figures on minimum salaries for an earlier year or by years over a period of years: = one city gives such information for comparable cities. Similarly read for other items Salaries Paid in Other School Systems Such unity as exists in the American system of education, with its 127,000 separate school Ewan. “Revision of Index of Cost of Goods Purchased by Wage Earners and Lower-Salaried Workers.” Monthly Labor Review 41: 819-37; September, 1935. [ 4 “ 5] SALARY SCHEDULE DATA IN THE FIVE LARGEST CITIES—PRINCIPALS | Evementary Scnoot Juwror Hic ScHoou Senior Hics Scuoou Minimum Median | Maximum Minimum | Median Maxir Median Maxi $6,000 | 7,000 4,909 4,800 $5,000 3,000 2,600 3,000 Philadelphia ............ ee Cleveland 3,689 5,000 3,286 $10,000 $10 , 0 § 943 6 5,945 5,000 6,500 6, 50 5,071 $7,000 ’ 7,500 § 434 ’ 4,300 5,440 4,000 5,550 5,000 4,648 Average .... 3,400 4,382 | 88 cities of 100,000 popu- lation or over 2,169 3,519 | | 4,126 4.500 7 5,325 | 3,657 5,604 5,200 6,692 4,500 3,850 5,100 Chicago survey, 1932, ; FIGURE IV TABLE ILLUSTRATING USE OF COMPARATIVE FIGURES ON MINIMUM, MAXI. MUM, AND MEDIAN SALARIES, REPRODUCED FROM CHICAGO SURVEY districts, probably is due to the persistent habit which school officials have of trying to base changes in local policies on the best practises which have been developed in communities willing to try out new plans. A study of the history of the city-school superintendency shows that one of the first duties of the office was to study school systems in other cities.” When the New Orleans school board, in 1841, sent the new superintendent Chicago: University of Chicago Press, 1935. p. 68-69. to visit the school systems of New York Philadelphia, they were obeying the same ure which in 1936 impels school board membe: when presented with a new salary schedule for consideration and adoption, to ask “How these salaries compare with those paid in othe: cities in the state?” or “Have they tried « this scheme of increments anywhere else? Whether the new salaries are higher or lowe: than those paid in other cities, whether the ; Gilland, Thomas McDowell. The Origin and Development of the Power and Duties of the City-School Superint AVERAGE ANNUAL SALaries FOR Day ScHoort TEACHERS BY TYPES OF ScHoots 1n CincINNATI AND OTHER Cities, 1933-34 (1) Kinder- | | garten | Elementary | | Junior ‘High ‘Average Annual Payments and Ranks, by ‘Types « of Sc hools | 4-Year { 6-Year | Vocational | All I High } High | High | = Scho | Amount [Rank | Amount [Rank| Amount {Rank | Amount [Rank Amount Rank | Amount Rank : | Amoun t IR \$1,453 . 1,970 | 2) 1,964 3 | 2,196 | 1 1,714 | 10} | Baltimore | Buffalo cane | CINCINNATI aoe : 1 | Cleveland P 1 3 7 Columbus Sammie. rx pa Dallas i, Denver 1, Indianapolis 1, Jersey City : 1, | Milwaukee 2, hs Jaa , 1, i, 1, 1, A la do: ce inio SES 88 | Pittsburgh | Portland (2) Providence No os Ss? Ow St. Paul istareek ; 8 San Francisco Se ‘ 6 oo 10 |$1,620 12 |$1,763 | ‘10 | 82.282 Pe oe. ta | 2.307 | 1,885 | 9 $1,738 | st. 743 2,138 | 2,103 | | --| ' | 1,971 | = 3 ae Sie $2, 3 ‘Cl a 4 2 5 4 2360 | 1 | 2,896 | 1,844 | 2,543 2,063 2| Parr | | | , 12 6 | 2, 4 | 2.574 | (1) Data for this table taken roma the statistical reports of the school systems to the United Sunes £ Office of Education || (2) Possibly for one-half day sessions. Cincinnati survey, 1935, p. 24 FIGURE V TABLE MAKING COMPARISONS OF AVERAGE SALARIES, AND INDICATING RANK OF CITIES IN COMPARISON, FROM CINCINNATI SURVEY [ 26] scheme of paying increments really is a new one, the comparative facts are needed in evalu- ating the policy which is being proposed. Salary comparisons recommended—Altho few authorities would say that common prac- tise should be the most important factor in fixing salaries, there is rather general agree- ment that the levels of salaries paid elsewhere deserve consideration. The National Educa- tion Association has recognized the general tendency to use the comparative method in studying salaries by publishing salary infor- mation on a city-by-city basis.? Elsbree sug- gests specifically that: [he minimum salaries paid in other communi- ties of similar type and size and especially in municipalities in the immediate vicinity, should be ascertained. .. . After a careful study of this in- formation, a tentative minimum for the basic group should be established, relatively high enough to en- able the community to compete for teachers on equal terms with its neighbors and peers.° Elsbree makes a similar suggestion for a com- parative study of maximum salaries. Standi- ford’s survey of principles governing salary schedules in certain cities includes this com- ment: Current practise has evidently a large amount of influence in determining the rates of salary sched- ules. Just what amount of influence it has is in- determinable, but the fact that 84 cities, or approxi- mately 69 percent of those replying to the ques- tionnaire, report surveys of current practise con- ducted in connection with the formulation of their salary schedules indicates that it is considerable, perhaps greater than that of any other factor.° There are those, however, who deny the value of intercity comparison in salary sched- uling. Ross, Reeves, and Russell give these arguments against the comparative method: (1) it is impossible to select really comparable cities; (2) purchasing power varies from city to city; (3) reliable salary data are not avail- ® Clark, R. C. “Principles Underlying the Minimum Teacher 30. { Cooke, Dennis H. Problems of the Teaching Personnel Walter Crosby. Teachers’ Salaries and the Cost of Living. Stanford University Willard S. Teachers’ Salaries. New York: Teachers College, Columbia University, 1931. p Association, Research Division. ‘‘The Scheduling of Teachers’ Salaries.” Special Salary Tabulations, 7 National Education Association, Research Division ciation, 1935, (Published biennially since 1924-25.) 8 Elsbree, Willard S. op. cit., p. 92. ® Standiford, Francis Wilbur. Principles Governing Salary ago, 1930. Master’s thesis, ms. p. 34 ” Ross, Clay C.; Teachers’ Salaries.” American School Board Journal 78: 48-50 1 Morrison, Henry C. The Management of the School Money lso: Elsbree, Willard S. ‘Future of Teachers’ Salaries and Salary Scheduling. eacher llege Record Special ® National Education Association, Research Division, Reeves, Floyd W.; and Russell, John Dale February, 1929 able; (+) comparisons cannot take administra tive efficiency into account; (5) there is no criterion for meeting the standard of compar ability, whether a given system should seek the average, top, or bottom level." One reason for making intercity comparisons is the fact that school systems are competing with one another for the best teaching talent, and hence are trying to fix salaries which will attract superior individuals. Morrison points out that such competition, altho it works to the advantage of the high-salary district, is de structive of the purpose of the public schools. He recommends that teachers should be classi fied as civil servants and paid by the state."? Use of salary comparisons in local studies 9 Every one of the 22 salary studies gives figures on salaries paid in other cities, as shown by Table 19. Maximum salaries are compared in 20 studies, minimum salaries in 14, and median or average salaries in 18. Several reports show the relative amounts paid in various positions, usually computed as an index, with elementary teachers’ salaries as a base. The number of cities used for salary com parisons ranges from 4 in one report to 35 in another. Four studies use fewer than 10 cities for comparison; 4 studies use more than 20. Two studies compare local salaries with only the average for the population group, as re ported by the studies of the National Educa tion Association. Seven of the reports limit the comparison to within the state. The sources of the figures used for salary compari cities sons are not stated in all cases, but it is shown in 11 studies that the reports of the National Education Association were used for at least a part of the comparative data.'* Salaries in Occupations Other Than Teaching Public education is in competition with in dustry and the professions in securing the serv l Board Journal 80: 55-5¢ 1933. p. 27° Press, 1933. p. 89 96, 101 { National 164-66; May, 1927 Washington, D. C 4merican Scho Longmans Stanford University 9? Salary.”’ New York Green and Co., Elsbree Educat Research Bulletin § Schedules in Citi Determinatior “Technique for Chicago Pres 136 Chicago: University Tabulati p. cit Salary ices of competent persons to carry forward the work of the schools. The influence of salaries paid in other occupations is recognized in a number of the local studies which compare the salaries of teachers with the incomes of other important occupational groups. Intervocational comparisons recommended— Moehlman has proposed that the wages paid locally to unskilled labor be used as a basis for developing salary schedules for teachers, pro- posing an index based on existing relationships as studied in a number of cities.‘* Dix has in- sisted that the relationship which happens to exist between unskilled labor and any other occupational group does not furnish a justifi- cation for continuing the relationship.‘* He proposes, as a better procedure, to determine the general level of income for all gainfully occupied persons and subsequently to develop index figures for teachers’ wages from that level. His recommendation is that comparisons of teachers’ salaries with those in other occu- pations should be made in terms of the relative scarcity of abilities needed for successful activ- ity in various occupations. He presents figures (admittedly based on limited samplings) to indicate that the general intelligence of teach- ers falls approximately at a percentile pos; of 91 in the general population, or 1.38 s ard deviations above the mean. The fair \ for teachers, by his reasoning, would fa! 1.38 standard deviations above the mean \ of the entire gainfully occupied group.’ || discussing average rates of pay, without sp reference to minimum and maximum sal. Holy discusses four bases for determi: teachers’ pay—(1) supply and demand, living needs, (3) variations in cost of |i and (4) comparisons with salaries in lines of work—and concludes that only th: is a valid basis.‘° He suggests that such , parisons must take into account differenc: native ability, training requirements, ex; ence, sureness of position, retirement provisi and advantages and disadvanges of each : of work. Morrison recognizes the competi: with other occupations but claims that salaries of socialized professions such as te ing are of necessity determined politically not by the primary operation of the law wages.'*’ He mentions state retirement pl. for teachers as an important factor to be sidered when intervocational competition effective.?® 18 Moehlman, Arthur B. Public School Finance. Chicago: Rand McNally and Co., 1927. p. 148. 14 Dix, Lester. The Economic Basis for the Teacher's Wage. Lincoln School Research Studies. New York: Teachers ( Columbia University, 1931. p. 15. 18 Dix, Lester, op. cit., p. 84. 16 Holy, T. C. “How Shall Teachers’ Pay Be Determined?” School Executives Magazine 52: 243-44; March, 1933 17 Morrison, Henry C. The Management of the School Money. Chicago: University of Chicago Press, 1932. p. 18 Morrison, Henry C., op. cit., p. 274-83. 234-44 COMPARISON OF MINIMUM AND Maximum SALARIES PaiD BY THE CITY OF CLEVELAND AND THE CLEVELAND BOARD OF EDUCATION FOR WORK IN WHICH COLLEGE GRADUATION WAS PREFERRED DURING 1931 University GRADUATION REQUIRED University GRADUATION PREFERRED Minimum Maximum Minimum Maximum (1) (2) (3) (4) (5) $3,037 1,500 $4,216 $2,820 $3,848 3,600 1,350 3,240 Difference in favor of $1,537 $ 616 $1,470 $ 608 the City of Cleveland Cleveland study, 1932, p. 52. FIGURE VI USE OF COMPARISONS BETWEEN SALARIES OF TEACHERS AND OTHER PUBLIC EMPLOYEES, IN TABLE FROM CLEVELAND STUDY Col lishe entat siona staff on p and : statu and ¢ ous € are if mari: detai T) trast with exten ,f intervocational comparisons in local -Comparisons of teachers’ salaries with ; of persons in other occupations—called achers” in the title of Table 20—are in 10 of the reports. Wages of union ind other skilled workers in the city ven in 6 reports; salaries of municipal inty employees, in 3; salaries of federal yees, in 43 and incomes of other profes- sional groups and business workers, in 4. TABLE 20.—ITEMS ON NON-TEACHERS'’ INCOMES WITH WHICH TEACHERS’ SALARIES ARE COMPARED, IN 10 OF THE 22 LOCAL SALARY STUDIES Item 1 2 Frequency * es of union labor and skilled craftsmen , 9 Present amounts, or trends over period of years, in city.. a emauve We ‘ Trends over period of years, in state Present amounts, or trends over period of years, in United States. : laries of municipal or county employees. Present amounts, or trends over period of years, in local city or county ‘ Present amounts, in comparable cities....... ries of federal employees ries of custodians and tradesmen employed by ard of education aren I 1es of various professional groups and busi- ness workers, not publicly employed verage incomes of all gainfully employed persons. Percent of teachers and of all other gaintully em- ployed persons, receiving salaries at different levels ase 1 ‘ ’ na 1 \ vag *Ten studies represented in table: Chicago, Cincinnati Holyoke, Los Angeles, New York Citizens, New York Board of Estimate, Pittsburgh Teachers, San Diego, San _ Francisco Teachers, and Watertown The Present Teaching Personnel A prominent feature of most of the pub- lished reports on teachers’ salaries is the pres- entation of facts on the personal, profes- sional, and economic status of the teaching staff already in service. Figures are included on professional training, years of experience, and such other factors as age, race, sex, marital status, living conditions, income, expenditures, and dependents. The extent to which the vari- ous elements of the status of the teaching staff are presented in the 22 salary studies is sum- marized in Table 21, and reported in more detail in Tables 22 to 25. This information is used variously to con- trast the teachers’ professional qualifications with the level of their salaries, to show the extent to which their salaries are augmented by outside earnings, to indicate the proportion of teachers who are responsible for the mainte nance of dependents, to indicate the extent to which teachers are dependent upon their rela tives for maintenance during the summer months, to show whether teachers are spending a disproportionate part of their incomes for living necessities—in general, to show whether or not teachers as a vocational group are at an economic disadvantage. In addition to giving a general picture of the professional status and economic needs of the teaching staff as a whole, the figures have been used directly in the drafting of the schedule for computing basic subsistence costs, as one factor in determining minimum salaries; and for estimating probable costs of adopting a schedule which varies salaries according to level of professional prep aration. Eleven reports give items on age of teachers, 4+ on race, 21 on education and professional growth, 18 on teaching experience, 6 on in come, and 12 on expenditures. Eight reports include items on dependents, 2 giving figures on dependent children, one on adult depend ents, one on sole dependents and partial de pendents, and 8 on all dependents. Other eco TABLE 21—ITEMS ON STATUS OF TEACHING STAFF, IN 21 OF THE 22 LOCAL SALARY STUDIES By By liv- By On marital ing con- scho>l any status ditions division basis 1 3 . 6 Number of teachers percent of teachers Age... Race. . Education and pro fessional growth Teaching experience Income.... Expenditures Dependents. Studies represented* 3 8 *Studies represented in table: Column Hammonter Lexington, Los Angeles, Nashviile, Newburgh, New Y: Citizens, Pittsburgh Citizens, Pittsburgh Teachers, San Francis« Citizens, San Francisco Teachers, Springfield, Watertown, and Yonkers. Column 3—Chicago, Jacksonville, Los Angeles, New burgh, New York Citizens, Pittsburgh Citizens, San Fran Teachers, and Yonkers. Column 4—Lexington, Los Angeles Lynn, Nashville, New York Citizens, Pittsburgh Citizens, tt burgh Teachers, San Francisco Teachers, and Yonkers. Column 5—Chicago, Cincinnati, Closter, Fort Worth, Hammontor Holyoke, Jacksonville, Los Angeles, Lynn, Nashville, New burgh, New York Citizens, Pittsburgh Citizens, Pittsburgh Teachers, San Diego, San Francisco Citizens, San Franci Teachers, Springfield, Watertown, and Yonkers. Column 6 reports in Column 5, plus Lexington [29] TABLE 22.—ITEMS ON LOCAL TEACH- ERS’ EDUCATION AND PROFES- SIONAL GROWTH, IN 21 OF THE 22 LOCAL SALARY STUDIES Frequency * Number of years of training Percent of teachers at various training levels Number of college credits held Certificates held Education of probationers and recent appointees. Training of local teachers compared with teachers in comparable cities Estimated costs of one or more years of professional education for teaching Estimated amounts to yield return on investment in training Extent of recent summer school attendance and other recent in-service education Number of credits earned since entering system. . Extent of recent educative travel Number of professional books and magazines read recently ® Twenty-one studies represented in table: Chicago, Cin- cinnati, Closter, Fort Worth, Hammonton, Holyoke, Jackson- ville, Lexington, Los Angeles, Lynn, Nashville, Newburgh, New York Citizens, Pittsburgh Citizens, Pittsburgh Teachers, San Diego, San Francisco Citizens, San Francisco Teachers, Spring- field, Watertown, and Yonkers. nomic factors (not included in the tables) are ownership of automobile and ownership of home, each reported in one study. The items mentioned in Tables 21 to 25 merely suggest the variety of presentation of facts on the teaching staff in the 22 reports. For example, the items summarized in ‘|, 23 might have been reported in greater det, showing that certain studies give a distribution of the number of teachers according to leve! of experience (the year-intervals for each varying among reports) ; other reports gi\ percent at each level but not the number; sti! others show, for each school division, the ; of least and greatest experience, the rang: the middle 50 percent, or the median years TABLE 23.—ITEMS ON TEACHING Ex. PERIENCE, IN 18 OF THE 22 LOCAL SALARY STUDIES Item Frequency 1 Years of experience of local teachers In local system ; Total experience Percent of teachers at various levels of experience . Number or percent of teachers having local experi- ence only . Percent of total experience gained locally Years of trade experience Experience of probationers and recent appointees. Experience of local teachers compared with teach- ers in comparable cities Number of different positions held in local system. « Eighteen studies represented in table: Chicago, Cin Closter, Fort Worth, Holyoke, Jacksonville, Los Angele Nashville, Newburgh, New York Citizens, Pittsburgh ( Pittsburgh Teachers, San Francisco Citizens, San ! Teachers, Springfield, Watertown, and Yonkers. Preparation of Teachers in Years of Regular Full-time School Work since High School Graduation. TEACHE RS Principals, Elemen- | Junior H, Supervisors, ete. Ss. Senior H. 8S, tary 205 | 19 Men | Women | Women arm _[ Women | 2? | 29 16 | s } 72 | 60 | 32 8 3 9 Omitted -_ al wm | memes -_ i Average years of regular training Average yrs. since last attendance 4.5 1.3 | oD | : . 7. 4.0 7.2 | fi 9 | | Fresno study, 1932, p. 85 FIGURE VII TABLE REPRODUCED FROM FRESNO STUDY, ILLUSTRATING PRESENTATION OF DATA ON PROFESSIONAL PREPARATION OF TEACHING STAFF [30] experience for each teaching group. Compari- TABLE 24:-ITEMS ON INCOME OF cons of figures from one salary report to an LOCAL TEACHERS, IN 6 OF THE 22 ther are seldom possible. LOCAL SALARY SCHEDULES In 17 reports it is stated that the informa rion on status of teachers is based in whole or tem Freq in part on a questionnaire to members. of the staff. It appears that for the most part teach- — [pcome receive ers have cooperated willingly in filling out Day school the detailed questionnaire forms submitted to ; isha aaa them. In 8 of the 17 cities more than 90 per- “ppt onnts Otal income cent of the teachers submitted usable replies Income from outside s During scl Other sche to the questionnaires. The questionnaire find atic ar aan ings, however, are seldom presented in full in Total income fr ° . Percent f i the published studies. sen tal earned in arned incom Cost of Living and Standard of Living in Relation to Teachers’ Salaries table Los Angeles Since the appointment of the National Edu- itizens. Pittsburgh Citizens, Pittsburgh Teachers cation Association Committee on ‘Teachers’ Copies of questionnaires used are reproduced in these studies: Cleveland, oppx dix: Los Angeles, p. 169-78; New York Citizens, p. 3 ) ittsburgh Teacher 1 9: Yonkers, p. 44-49 See also: Ross, Clay C Reeves, Floyd W.; and Russell, John Dale p it. These ted by teachers as among the most valid criteria for judging the adequacy of salari¢ DISTRIBUTION OF WATERTOWN, MASSACHUSETTS, PERSONNEL ACCORDING To YEARS OF TEACHING EXPERIENCE NoOvEMBER, 1930 , ELEMEN- JUNIOR SENIOR " YEARS OF } = ; PRINCI- ones . | TARY ScHOOL ScHoo. | vere Toral EXPERIENCE | = | PALS | TEacHERS | TEACHERS TEACHERS | | or * 8-9 10-11 12-13 14-15 16-17 18-19 20-21 22--23 24-25 . Over 25 Com COON tS bo or We & bt to tS OO Totals ..:. Medians .. EO | 14.2 98 | 25.0 10.5 FIGURE VIII TABLE REPRODUCED FROM WATERTOWN SURVEY, PRESENTING FIGURES ON TEACHING EXPERIENCE OF SCHOOL PERSONNEL [31] TABLE 25.—ITEMS ON EXPENDITURES cost of living have changed somewhat BY LOCAL TEACHERS, IN 12 OF THE proach to the subject, but it continue: 22 LOCAL SALARY STUDIES studied. Application of cost-of-living ind, Item _ Frequency* teachers’ salaries—For the most part the 1 2 of changes in cost of living, with their : cal effect on the purchasing power of t! lar, have been based on the indexes of co: living begun in 1913 and 1914 by the Uni: States Department of Labor. As these indey. are computed on the basis of the standard living of workingmen’s families, the un application of the figures in connectio: teachers’ salaries has been challenged." been claimed that teachers’ distributio: expenditures are so different from wo men’s as to render the indexes invalid applied to the purchasing power of te salaries. This whole discussion is review and a tentative cost-of-living index for ' ers, based on teachers’ budgets, is given recent report of the Committee on the | nomic Status of the Teacher.**? The Commi: tee’s cost-of-living index for teachers in« Woh inion bien Pg Prone a a that the reduction in the cost of living d New York Citizens, Pittsburgh Citizens, Pittsburgh Teachers, the period from 1929 to 1933 was great Son Prancice Teamam, a8 Veukens. wage-earners in general than it was fo teachers, but does not show a striking ence. The loss in purchasing power of teac! salaries during the inflation period prio: 1920 was so great, and salary increases hi been so small, that many teachers during t early 1920's were actually receiving less in re wages than teachers had received in |") and 1914. The possible return of such cond Average or median amounts expended........... Total expenditures................ Food Housing or rent Food and rent Food, rent, and laundry | SLR ee Health and care of person. . Transportation, auto, travel... Recreation, entertainment Extension training Summer school Education and culture Professional improvement Church and charity iktedwhben sane ones Savings and investments Miscellaneous Percent of expenditures devoted to: Awn NWNReEN RF WN Ree Nd OO Housing Food and rent soiaihhae I eth ea ea's 6.3.2 dua wdien os Miscellaneous Percent of salary for food, rent, and laundry Nee & th Salaries and Cost of Living, in 1912, the em- phasis on cost of living in relation to teachers’ salaries has continued. Evenden’s study in 1919, the report of the Salary Committee in 1923, the studies of the Research Division of the National Education Association, the 1935 report of the Committee on the Economic Status of the Teacher, and a number of the 22 published salary reports have considered this tions is foreseen by Shuttleworth, who show: topic, with special reference to the effect of that the dollar incomes of teachers, ove: changes in the cost of living on the purchasing period of forty-five years, have lagged abou! power of teachers’ salaries.2° Recent trends in two years behind changes in the cost of living * Among the earlier reports which emphasize this topic, see: National Education Association. Report of the Committee Teachers’ Salaries and Cost of Living. (Joseph Swain, chairman; Robert C. Brooks, executive secretary.) Ann Arbor, Mi Association, 1913. 328 p. { Boykin, James C., and King, Roberta. Tangible Rewards of Teaching. Compiled for the Comn Teachers’ Salaries and the Cost of Living of the National Education Association (Joseph Swain, chairman). U. S. Depart the Interior, Bureau of Education, Bulletin, 1914, No. 16. Whole Number 589. Washington, D. C.: Government Printix: Office, 1914. 465 p. 1 U. S. Department of the Interior, Bureau of Education, in cooperation with the Committee on Teach Salaries and the Cost of Living of the National Education Association (Joseph Swain, chairman). A Comporative Study Salaries of Teachers and School Officers. Bulletin, 1915, No. 31. Whole Number 658. Washington, D. C.: Government Printing | 1915. 126 p. { National Education Association, Committee on Teachers’ Salaries, Tenure and Pensions (Joseph Swain, charm. Teachers’ Salaries and the Cost of Living. Washington, D. C.: the Association, 1918. 73 p. { Evenden, E. S. Teachers’ Salw and Salary Schedules in the United States, 1918-19. Commission on the Emergency in Education Series No. 6, Washington. | National Education Association, 1919. 169 p. { National Education Association, Salary Committee (E. S. Evenden, cha Teachers’ Salaries and Salary Trends in 1923. Washington, D. C.: the Association, 1923. 115 p. (Published also as the M Research Bulletin of the National Education Association.) *1 See: Eells, Walter Crosby. Teachers’ Salaries and the Cost of Living, op. cit. p. 3-8. { Holy, T. C. “Cost of Living ! and Teachers’ Salaries.’’ Educational Research Bulletin 12: 42-45; February 8, 1933. = National Education Association, Committee on the Economic Status of the Teacher, op. cit. p. 58-78. (Research ! 13:222-42.) *3 Shuttleworth, Frank K. “Dollar and Real Incomes of Public School Teachers and of Wage Workers, 1889-1890 to | Educational Administration and Supervision 21: 81-96; February, 1935. [32] He suggests that a more alert use of indexes chowing the movement of the cost of living help to shorten this lag. The proposal |.udeman that teachers’ salaries should be fnanced from a state fund based on an income x. the amounts of which would fluctuate with business conditions,** and Nancarrow’s estion that teachers’ salaries should fluctu- iccording to a composite index of industrial prices and living costs,*° are both related to rhe general idea that teachers’ salaries should be adjusted in terms of the cost of living and isiness conditions generally. Use in local salary studies—Tables 26 and show the extent to which the 22 salary studies present figures on cost of living.*® Nine eports show the effect of cost-of-living trends 1 the purchasing power of teachers’ salaries. ] ; \ltho the figures in all cases are based either n whole or in part on the indexes published by United States Department of Labor, they using differ- different been variously recomputed, ent combinations of commodities, base years. TABLE 26—ITEMS ON EFFECT OF CHANGES IN COST OF LIVING ON VALUE OF TEACHERS’ SALARIES, IN 9 OF THE 22 LOCAL SALARY STUDIES Frequency * 1 Mini sé ies, i s of lars of an earlier year \mounts ‘ Index of purchasing f power. ; ‘ Average salaries, in terms of dollars of an earlier year Amounts. Index of purchasing power. : Me “> in salaries, in terms of dollars. of : ar . ‘Amani Index of purchasing power... . MeximnamD salaries, in terms of dollars of an earlier Amounts Peete Ho 0-2 s:0 Index of purchasing power. ‘ Theoretical minimum and maximum " salaries if local salaries had kept pace with changes in cost of living, or per capita national income, or union wage rates *Nine studies represented in table: Cincinnati, Los Angeles, New York Citizens, Pittsburgh Teachers, San Diego, San Francisco Citizens, San Francisco Teachers, and Yonkers, ‘Ludeman, W. W. ‘Flexible Teachers’ Salaries.”’ * Nancarrow, J. E. “What Next in Teachers’ Salaries?’ “ The earlier salary studies report at length on the loss i War. See especially the following: New York Citizens, * Pasadena (1931), p. 72 Holyoke, Peabody Journal of Education 10: 363-65; May, American School Board Journal 88: 42. 4 in purchasing power of teachers’ Pittsburgh Teachers, TABLE 27.—ITEMS ON COST OF LIV- ING AND STANDARD OF LIVING, IN 11 OF THE 22 LOCAL SALARY STUDIES For Forcom- On local parable any city cities basis Item 2 3 4 of total cost of living (also pu chasing power of dollar Index number of trends in various sub Index items of cost of liv ng Index of cost of living sional workers Distribution by teachers in one or mor f local protes expenditures reported e other school systems Distribution of items of expenditure at professional standard of living Heller Committee report Distribution of items of expenditure of laborers’ families Index number of wholesal Opinion of local teachers as t: of salary Living conditions of local teachers dur ing summer vacation prices » adequacy Studies represented in table * 1! “ Studies represented in table: Column Lexington, Lo Angeles, Nashville, New York Citizens, New York Board of Estimate, Pittsburgh Citizens, Pittsburgh Teachers, San Frar cisco Citizens, and San Francisco Teachers. Column 3—Cir cinnati, Pittsburgh Pittsburgh Teachers, San Frat cisco Citizens, and San Francisco Teachers in columns 2 and 3 Citizens, Column 4—report plus San Diego One application of cost-of-living indexes has been suggested in the Pasadena Survey in the proposal that: When the index of the cost of living, as deter- mined by the United States Department of Labor, varies from the index of the last date of adoption of the salary schedule either way by an amount ap- proximating 10 percent, it shall be the duty of the school authorities to adjust the salary schedules to conform to the changes in the cost of living in the local community.” Standard of living—The phrase “cost of living” is used not only with reference to trends in purchasing power of the dollar but also with reference to the amount of money which the teacher will require in a given community to maintain an acceptable plane of living, this amount to be considered as a factor in deter- mining Two methods of determining this amount of money have been salaries of teachers. noted. 1933 4; June, 1934 salaries during the and San Francisco Teachers. period of the [ 33 ] In some studies the computation begins with the sums already being spent for board and room and other necessities by teachers in serv- ice."* Altho a number of the salary reports call attention to the circular reasoning used in basing future salaries on what teachers with their present salaries can afford to pay for room and board, this plan is frequently used. A different approach is made by ascertaining the money cost of a hypothetical budget to meet the needs of the individual. Harry’s study of the cost of living of teachers in the state of New York is of this type,”® also the quantity and cost estimates prepared for teachers’ budgets in Minneapolis and Oakland.*° Either type of study utilizes certain information on teachers’ expenditures, such as the local salary studies have reported. Table 27 shows that certain reports have included items on distribution of expenditures in standard budgets, or by teachers in other cities. These figures were used for comparison with the reported expenditures and distribu- tion of income of local teachers. Administrative Practises Affecting Personnel and Salaries Information in the salary studies on the working conditions of teachers and on adminis- trative policies affecting the status of teachers is reviewed in Table 28. The extent of turn- over is studied as a measure of the holding power of the present schedule. Policies in other cities governing sabbatical leave, sick leave, and efficiency ratings are studied. Data on hours of service, and on length of school day and of school year are presented on a compara- tive basis. Figures on pupil-teacher ratio, also compared with other cities, are studied in con- nection with the relative burden carried by local teachers and are considered in dealing with problems of finance. The information referred to in Table 28 is presented in the salary reports under such cap- tions as “Employment and Promotion,” ‘The ** See salary reports: Cincinnati, p. 37; Lexington, p. p. 147. 12 26, 1934. For statements denying the validity of regional variations 2, 29; Los Angeles, p. 74; Nashville, p. 230-31; Teaching Load,” and “Protective Conditions of Service,” comparing the advantages and djs. TABLE 28.—ITEMS ON SERVICE Con. DITIONS OF TEACHING PERSONNEL AND OTHER ADMINISTRATIVE ITEMS, IN 21 OF THE 22 Local SALARY STUDIES For For com- local parable city Cities 2 3 Teachers 16 ( Qualifications required for appointme nt to various positions. .... 3 Number of recent transfers, resignations, appointments Percent of annual turnover Number of recent applications for local teaching positions Reasons for recent separation of teache rs Provisions for sabbatical leave... .. . Provisions for sick leave Use of ratings to determine salaries Distribution of efficiency ratings of local Percent of teachers born in other states Percent of “‘home-town"’ teachers on staff . ES ere ey Sy eee eee Percent of total population enrolled in Average daily attendance, over period of Percent of pupils enrolled in high school. ‘ Percent of increase in high-school mem- Average pupil-teacher ratio, by school For most recent year only .. Over a period of years.......... School terms and hours Number of days in school year Length of school day Average number of hours of school service rendered by teachers Other school work All school work Studies represented in table * Studies represented in table: Column 2—Chicago, ‘ cinnati, Closter, Fort Worth, Hammonton, Holyoke, Jack ville, Los Angeles, Lynn, Nashville, Newburgh, New \ Citizens, New York Board of Estimate, Pittsburgh Citiz Pittsburgh Teachers, San Diego, San Francisco Citizen Francisco Teachers, Springfield, Watertown, and Yonk Column 3—Chicago, New York Citizens, Pittsburgh Citi Pittsburgh Teachers, San Diego, San Francisco Citize: Francisco Teachers, Springfield, and Yonkers. New York Cit __ For an example of a proposed standard salary scale for civil engineers in public employ, adjusted in terms of cost of | different parts of the country, see: ‘Civil Engineers Publish Revised Salary Figures.” Engineering News-Record, 113: 115 115-17 in salary on basis of cost of living, see: Achinstein, Asher Budget and Cost-of-Living Studies Be Used as Aids in Determining a Differential Wage?’ Journal of the American Statistica ciation 24: 28-39; March, 1929. § Young Women’s Christian Associations, National Board. Recommended Salary Scales York: the Board, 1935. p. 6. ** Harry, David P. Cost of Living of Teachers in the State of New York. Contributions to Education, No. : Teachers College, Columbia University, 1928. 184 p. ® See salary reports: Minneapolis (1926), and Oakland. 320. New ¥ [ 34] advan corres tems « f SUL son compe p ition jrawn The the € school noses. r financt import ai" salarie study | iratior system source: advantages of the local teaching service with corresponding provisions in other school sys- ems and in other occupations. The importance ¢ such comparisons is emphasized by Morri- on *! and Holy ** as factors in intervocational competition between teaching and other occu- pations into which capable people may be drawn. Financing the Salary Schedule The financing of salaries is a large part of the entire financial administration of the schools. In the average city, in 1932, salaries of teachers, supervisors, and principals took 73 percent of the current expense budget and 54 percent of the total budget for all pur- poses.* Altho the total problem of school finance is outside the scope of this bulletin, its importance in the improvement of teachers’ salaries must be recognized.** Any realistic study of teachers’ salaries, looking to the prep- aration of a salary schedule in a given school system, must take account of the financial re- sources of that school system. Financial ability to support schools depends upon a large num- ‘ Morrison, Henry C., op. cit., p. 293-314. “ Holy, T. C., School Executives Magazine, op. cit. *U. S. Department of the Interior, Office of Education Washington, D. C.: Government Printing Office, 1935. Chapter IT, ‘Statistics of City School Systems Biennial Survey of Education, 1930-1932 ber of interrelated factors. One group of these factors has to do with the economic assets and productive capacity of the people in the com- munity. After the fundamental necessities of subsistence are met, it is to a considerable ex- tent a matter of choice as to what the people will buy with their economic resources. They may choose to spend most of their money as individuals or to spend a considerable propor tion cooperatively thru taxes. They may choose to spend a small proportion of their tax money for schools and other cultural services, or they may devote a relatively large proportion to such purposes. “hey may choose to spend a relatively high amount of the school money for buildings, equipment, and other purposes, or a relatively high amount for teachers’ salaries. In addition to this long-range economic ability and willingness of a community to sup- port an adequate salary schedule, there is an immediate or legal ability to support education which is determined by the tax system, the ex isting debt obligations, and the allocation of public funds in general.*® However, in the long Bulletin, 19 1931-32,” p. 35 No. 2 % National Education Association and Department of Superintendence, Joint Commission on the Emergency in Education Report of National Conference on the Financing of Education. Washington, D. C.: the Association, 1933. 78 p. “ Morrison, Henry C. School Revenue, Chicago: University of Chicago Press, 1930, 242 p THE AVERAGE PERCENTAGE OF SEPARATIONS FROM EACH STEP IN THE SCHEDULI FOR A FIVE-YEAR PERIOD, 1926-31 Junior High Senior Per High Per Cent | (1) (1) to | $3,600 up.. eae 3,300..... $3,240 up 3,105... 2,970 2,835 2700 2,565 2,430 2,295... 2,160.. 2,025. . 1,390... 1,755.... 1'620.. 485 CIM DWord bo “~ wwe a! me a Up to $1,649. .| 1, — bo | Up to $1,484. $2,880 up 2,760 ,640 520 400 280 2,160 2,040 1,920 1,800 1,680 1,560 1,440 7 | 41,320 — | Up to $1,319. or rmrnwnwry IAI Soe b _ -— ——— ss) “IoD Orbos Cleveland ste , 1932, p. 27 FIGURE IX TABLE FROM CLEVELAND STUDY, SHOWING THE AVERAGE ANNUAL PER- CENT OF WITHDRAWALS FROM EACH STEP OF THE SALARY SCHEDULE, OVER A FIVE-YEAR PERIOD [ 35 ] ( ude Se Sili R | } | forma 1 ( \] nunity nd 1ancl lable erhap i single one E kind of st nur probab nto ef mation t the stima' present tailed SITLO mendit presen! ( ible Cl letail nat SHuYNDIA GALVITAA AGNV ‘AYVIVS AHL AO ANIVA AHL NO AVTIOM AO AAMOd ONISVHOUNd NI SHONVHO dO LOAdAAT ‘SHAHOVAL TOOHOS-HDIH AO SAIAV IVS NI GNAXL DNIMOHS ‘ACN LS SA TADNV SOT NOMA ATAVL X FZaANoIA “SIT 4 ‘°IS6I ‘Apnys saqabuy so7 1% 2° L8t 9F2'0L SU PPL'T 6°48 £9°66¢'T sZt ESI | OS'6Er's ole £°2OF 829'99 88'F89'T H'PLT | CO';OEE'S | F'98 z9'9Le'T 6° elt eOst | F6'S6e'% 6° 82F ¢°0% 21° 968 Zer'le ¥P'S69'T L°99T | OO'008'% | ots 90'9FE'T g°slt e'stl | Fezee's £' Sse £°0% S'cre | 92e'6F 29'8h9'1 2°99T | 00°008'2 Zz'908'T 8°O8T Z'Shl | HB'6SE'Z 9° 98¢ 2°0% 3° 982 Lz2'1¥ 6°68 L0°01¢'T 2°09T =| 0000's | 9°28 bP'sie'l 8°8ZI 2° lt lo'ese'z £°9lz 9T'OZO'PTF'L OI'880'%29'9 |** °° 2Z-976T OO'LIF'PEL'S |*** 9Z-ST6T 0°80 | 66'69z'z60'> |** * “9z-¥zET Liz g° Ste g9e'se 6° +8 Z2'9EP'T 8° PSI 00°009'% | 0°62 08°8¢2'T £° 2st I'veT | O8' F622 £° Ste Lycee 2°t% 3° O1s 91e'0e 0°48 OF 19F'T 8° FST 00°009'2 2°28 90°0T€'T 6°LL1 £° OFT 608s £° 681 O°L2Z | OO'LIG'SSI'E |** * “€2-2Z61 9°12 Ort £79'FZ 1°98 SO OFF'T 8° FST 00°009°2 £°2s8 98'0Te'T 8°621 0 8FI £6 ose's &° 8st O° FES | ZO'OTS'T69'S |°* * 22-1761 £°1z 8° LtI 062'1Z £'1Z 10°L61'T 6 ZFI 00008 2°02 LYSZI'T ¢° 006 L itl 9g" 992'Z f° 8et 866 8°S6I | SO'ZHO'ZEe'S [°° 1Z-0Z61 8°12 ¢'Oet £08'8T o'e9 92°890'T 0°6IT 00'000°% | 2° £9 02°900'T 6 881 £611 12'006'T ¢°6Il £98 9°ZL | Se ETSORO'T |°* * “02-6161 T2'ee9'ee2's |*** '¥2-B26T £°0% Tell £82'9T 1°29 £8°Z40'T 0001 00'089'T 2°29 11166 I°T91 ZOOL =| 89°969"T O'OIL F6L é'o1r 2° 0% 1 201 SZP'ST T'92 PS'Slz'T 0°O0T 00'089'T b LL L1'882'T PTs! L°1OL =| 8e°079'T 0°90I SOL 8° LOT | 26°06S'6EZ'T |** * ‘SI-ZI6I 60% 2° 901 e0e'¢st 1°16 g0'0es'T 0°00! 00°089'T L°c6 80° L29'T 8° 601 S'10l | €8°1Z9'r ¥'10i cel GSOl | S6OLT'ZSI'T |*** * LI-OI16T 0° OO! £0r'b1 0° 001 00'089'T$ | 0°00T 00'089'I$ | 0° 00T es'zue' Is 0°00! 0'00T €8'Z6s'I$ | O° OOT (oa O°OOT | 80°bZ0'OST'IS |** ‘ 9I-ST6T OF S9L'LOZTT [°° * 6I-ST6T sisqjod 1v0X ssa yowey svn Bau queso zag jsequinN | = 4ue0 Jag suvyjoq § |yueo seg | sieyog jjue0 19g | sisqog quao 139g que0 Jag | sivyoq § |sue0 sag |sequiny |jua0 Jeg @ou 9478 48T]P SI6I IBTJOP GIGI @ que0 38¢ QOT Jayove) tyep eq3 pone 243 uO WNUWIIXBU [BULION 4 > stenbe eter ied pred peze8ua aBei0Ay peseq wnwixeu enjoy Suraq Aseyes aBvioay si9youey Jo OD aomag LOa44a NI SU1IGEHOS AUV IVS 67-8761 OL 91-S161 ‘STOOHOS HODIH AVA Sa TAONV SO ZHL NI SUAHOVAL AG GANUVA SAIUV TVS attitude of the people toward the dis- in of their economic resources will in- largely the immediate legal ability of nunity to pay adequate salaries to its gnition of financial problem in local ~Many reports of local salary studies figures on property valuations, tax tax collections, municipal expenditures, ind the relationship of these items to present nd proposed school expenditures for salaries ne scrutinized and made the subject of prediction. lables 29 and 30 indicate the kinds of in- rmation presented. It should be noted that the most part these two tables represent | other purposes. State-aid funds also are nly the eleven studies which deal exclusively vith salaries. In analyzing the salary reports ncluded as parts of general school surveys, only the sections dealing with teaching personnel ind the salary schedule were studied, thus omit- ting the general treatment of school finance vhich the school survey usually includes. Altho no reliable single measure of a com- munity’s ability to support schools has been found, comparisons of certain items related to financial ability are often made, as shown in lable 29 and column 3. These comparisons are perhaps least subject to error when made within : single state, where only one state fiscal system s concerned. Estimates of cost of new schedule—The one kind of financial information given in the larg- est number of the reports is an estimate of the probable cost of putting the proposed schedule nto effect. Sixteen studies present this infor- mation; only six include estimates as to prob- ible costs in subsequent years. ‘The Cincin- nati °° and Lexington ** reports show in some letail the method used in calculating the cost f the schedule. The Cleveland study presents estimates of the probable cost of continuing the present schedule in effect.** Elsbree makes de- tailed suggestions for estimating costs of both position and preparation schedules, recom- mending that costs be computed for both the present and the proposed schedule, over a pe- "Cincinnati, p. 44-52. The section from the Cincinnati Willard S., Teachers’ Salaries, op. cit., p. 266-80 Lexington, p. 46-55. Lisbree * Cleveland, p. 26-34. Figure IX in this bulletin illustrates one step of the prediction pro Elsbree, Willard S., Teachers’ Salaries, op. cit., p. 124-64. riod of years.®® \For position schedules, he sug gests five major steps: 1. Subtract the teacher turnover from each step of the salary schedule. Transfer the remaining teachers to the next year’s step on the schedule. Add the steps of the schedule. Add the extra teachers required for normal at appropriate steps of the sched- replacing teachers at appropriate expansion ule. 5. Sum the cost. For is an additional variable, he proposes that mini preparation schedules, in which training mum and maximum costs be estimated and that probable cost be adjusted between the two. TABLE 29.—ITEMS ON TAXATION, MUNICIPAL EXPENDITURES, AND SCHOOL REVENUES IN 11 OF THE 22 LOCAL SALARY STUDIES For local city For com. parable cities Valuation of taxable property Assessed valuation of property Total amount wrens Amount over period of years.. Estimated 100 percent valuation Total amount , . Amount per capita of population Amount per pupil attending school Amount per classroom teacher Tax rates and collections School tax rates. . On assessed valuation Over period of years ; In purchasing power of an earlier year P pad On estimated 100 percent valuation Total tax rate ; On assessed valuation. Over period of years . On estimated 100 percent valuation. Tax collections, per capita of population Percent that school tax is of total tax Percent of total tax devoted to teachers’ salaries weee ‘ Estimated increase in tax rate to put pro- posed salary schedule into effect.. Municipal expenditures. . a Distribution and total.... Per capita of population... Percent for schools Sources of school revenue Studies represented in table *® 7 4 * Studies represented in table: Column Cincinnati, Ha monton, Los Angeles, New York Board of Estimate, Pittsburg Citizens, Pittsburgh Teachers, San Diego, San Francisc« Citizens, San Francisco Teachers, Springfield, and Yonkers Column 3—Los Angeles, Pittsburgh Teachers, San Diego, San Francisco Citizens, San Francisco Teachers, Springfield. and Yonkers the probable cost of the schedule report yn Suggested Sources of Information on Salaries Altho much of the material to be considered in the preparation of a salary schedule is avail- able in the records of the local school system, certain types of information may be needed from outside sources. This section calls atten- tion to sources of information on several of the main topics considered in salary studies. Salaries paid in city school systems—The Research Division of the National Education TABLE 30—ITEMS ON SCHOOL EX- PENDITURES IN 21 OF THE 22 LOCAL SALARY STUDIES For For com- local parable city cities 1 2 3 School expenditures, most recent year po ee Tee Current expenses Percent distribution. . . Per pupil in attendance Per capita of population Expenditures for teachers’ salaries Total amount Per pupil in attendance Percent which expenditures for salaries are of current or total ex- penditures School expenditures over a period of years... . Total expenditures : Current expenses, per pupil Teachers’ salaries NNER OhR ORO a ee Ge 00 Per pupil in attendance Capital outlay Debt service Present expenditure compared with an earlier year, making adjustment for in- creased attendance and lower purchas- ing power of dollar Estimated cost of putting schedule into effect. First year Subsequent years Studies represented in table ® 8 * Studies represented in table: Column 2—Chicago, Cin- cinnati, Closter, Fort Worth, Hammonton, Holyoke, Jackson- ville, Lexington, Los Angeles, Lynn, Newburgh, New York Citizens, New York Board of Estimate, Pittsburgh Citizens, Pittsburgh Teachers, San Diego. San Francisco Citizens, San Francisco Teachers, Springfield, Watertown, and Yonkers. Column 3—-Chicago, Los Angeles, Lynn, Pittsburgh Teachers, San Diego, San Francisco Citizens, San Francisco Teachers, and Springfield. Association publishes figures every two yea, on median salaries paid to various groups employees in city school systems of all size: It is now planned that the next study, for thy year 1936-37, will present figures on mip mum and maximum salaries scheduled, as y, as the median salaries actually paid, for tea ers and principals. If the published reports ¢ not give the comparative figures in the ex detail desired for a given local communit letter may be addressed to the Research |) sion, definitely indicating the aid desired. Salaries paid in rural and school systems—Unfortunately the prey, ing small-district organization for schools has not led to the widespread ad tion of salary schedules for teachers in areas. A number of states have salary sche ules on a minimum basis, enacted by the sta: legislatures, which apply to rural teachers In addition, some states using larger units rural school control have encouraged the velopment of salary schedules for rural teac! ers somewhat comparable to those general found in city school systems. The Resea: Division of the National Education Associ tion has on file copies of salary schedule: adopted in a number of county school systems which may be loaned to individuals having use for such information. School officials other rural systems and in small towns invited to send copies of their local sala: schedules to the Research Division, for use this loan collection. A number of state departments of educ: tion present figures on salaries in their pu lished reports, and have additional figures 0 file which may be consulted on request. As these figures are usually compiled on a count) or school-district basis, they are especial|) helpful in connection with salaries in rural and small-town school systems. Figures on small-toy average annual salaries paid to rural teacher ip i in thirty-two states, as reported by state d partments of education, are given in a recent * National Education Association, Research Division. “Salaries of School Employees, 1934-35.’’ Research Bulletin | March, 1935. the Association, 1935. {| National Education Association, Research Division. Special Salary Tabulations, 1934-35. Washington, 1) School systems adjacent to large cities will find useful comparative material for individual cities, grouped acco metropolitan areas, in: National Education Association, Department of Superintendence and Research Division. Teacher Salaries in Suburban School Systems, 1934-35. Educational Research Service Circular No. 2, 1935. Washington, D Association, 1935. 25 p. C * A list of states having minimum-salary laws for teachers, and a table showing amounts of salary provided in eis laws are given in: National Education Association, Department of Superintendence and Research Division. Organizati Content, Teachers’ Salary Schedules. Educational Research Service Circular No. 6, 1935. Washington, D. C.: the Asso 1935. p. 24-27. Suggestions as to features which should be included in such laws are given in: National Education Association, Resear at Division. “A Self-Survey Plan for State School Systems: Part II: Handbook.’ Research Bulletin 8: 89-164; May, 1930. [38] cludes school Sal The rf nite collect certall ers, presen on the Burea states lishes yarlou public city li chase New } Chicas Philad Detroi Clevel sue of the Research Bulletin of the National Washington, ID. C., who will send a price Education Association.*? list upon request. The United States Office of Education col- Cost of living and standard of living in rela lects figures from time to time on the status tion to teachers’ salaries—Much helpful infor- of teachers and principals in rural schools. mation on this topic is presented in the recent The latest compilation, for the year 1930, in- report of the Committee on the Economic cludes figures on salaries by state and type of Status of the Teacher.*® It discusses the use of school.* the indexes of cost of living published by the Salaries in occupations other than teaching— United States Bureau of Labor Statistics and The Division of Economic Research of the the National Industrial Conference Board, United States Department of Commerce has and presents an index of cost of living for city collected figures on average annual incomes of _ teachers. certain occupational groups other than teach- Administrative practises affecting personnel ers, for the years 1929 thru 1933, which are and salaries—A comprehensive review of prac presented in the 1935 report of the Committee _ tises affecting personnel and salaries is avail on the Economic Status of the Teacher.‘4 The able in an issue of the Research Bulletin of Bureau of Labor Statistics of the United the National Education Association.*” Infor States Department of Labor frequently pub- mation is presented on training and experience lishes figures on prevailing wage rates in the requirements, employment of married women, various cities and districts of the nation.*® The appointment of local residents, routine proce publications of this bureau are available in most dures in selection of teachers, term of employ city libraries; they are also available for pur- ment, certain factors determining salaries, sick chase at nominal cost from the Superintendent leave and related problems, leaves of absence § Documents, Government Printing Office, for professional improvement, and teacher rat # National Education Association, Research Division, “Salaries of School Employees, 1934-35," op. cit., p. 27-29 ‘’ Gaumnitz, Walter H. Status of Teachers and Principals Employed in the Rural Schools of the United States. U. S. Depart ent of the Interior, Office of Education, Bulletin, 1932, No. 3. Washington, D. C.: Government Printing Office, 1932. 122 p ** National Education Association, Committee on the Economic Status of the Teacher, op. cit., p. 79-82. (Research Bulletin 243-46.) See also the Cleveland study, p. 42-64, for citation to sources of information on incomes in other professions For example, see: ‘‘Union Scales of Wages and Hours in the Building Trades in 1934 and 1935.” Monthly Labor Review $1: 1166-77; November, 1935. “ National Education Association, Committee on the Economic Status of the 222-42.) { Recent figures from the U. S. Bureau of Labor Statistics are given in Cost of Living.”’ Monthly Labor Reviex 1714-29; December, 1935. ‘7 National Education Association, Research Division. ‘‘Administrative Practices Affecting Classroom Part II.” Researck Builetin 10: 1-75; January, March, 1932. Teacher, op. cit., p. 58-78. (Research Bulletin } Teachers Part I COMPARATIVE UNIT EDUCATIONAL COSTS IN THE FIVE LARGEST CITIES, 1928 ATTENDANCE Per Cent Salaries oF | CURRENT Expense for Edu- | Expense of Education cational Salaries EXPENDITURE FOR EXPENDITURE | PERCENTAGE OPERATION OF ALL ror Epvcartron | APPLIED To Monicrpat Depart- Onvy, Epvcation ments, Per Capita | Per Carprra Current Expense | | Cost Per Purim tv Averace Dairy | | New York | 53.27 $19.06* 35 .8%* | $144. 50f $99.14 Chicago 15.98 14.66 31.9 119.26 77.97 Philadelphia 46. 13.45 | 29.1 117.32 75.75 Detroit .. 50.9% 15.03 | 29.5 | 109. 4: 81.26 9 Cleveland .... | 5.57 | 18.09 | 38.0 2 2 84.58 Average . 48.7§ $16.06 =| 32.9% 23.64 * Financial Statistics of Cities for 1928. U.S. Department of Commerce, Bureau of the Census, Washington, D. C } Biennial Survey of Education, 1926-1928, Bulletin 1930, No. 16. United States Department of the Interior, Washington, D. C Chicago FIGURE XI TABLE FROM CHICAGO SURVEY, USING COMPARATIVE INFORMATION ON MUNICIPAL AND SCHOOL EXPENDITURES AND AMOUNTS FOR SALARIES 9] ing. Comprehensive figures on the extent and Figures on municipal receipts, expend nature of the professional preparation of teach- debt, and taxes, including certain comp ers in service in 1930-31 have been published figures for schools, are published annu: by the United States Office of Education.*® the United States Bureau of the Cens Finariving the salary schedule—Facts on _ cities above 100,000 in population.*: | school expenditures in city school systems are on debt and tax rates are published annu collected by the federal Office of Education. the National Municipal Review, for a) Detailed figures on expenditures, receipts, and above 30,000 in population.®? personnel are published every two years as a County school systems and small scl part of the Biennial Survey of Education.*® tricts, in most states, will be able to ‘There is in addition a less comprehensive re- helpful information on comparative sch port, issued annually, which gives figures on penditures and governmental finances per capita costs and percent distributions for their stacc departments of education and the main character classifications of the current state agencies. expense budget.*° #8 Evenden, Edward S.; Gamble, Guy C.; and Blue, Harold G. Teacher Personnel in the United States. Nationa the Education of Teachers, Vol. II. U. S. Department of the Interior, Office of Education, Bulletin, 1933, No. 10. Washingt Government Printing Office, 1935. p. 40-63. “U. S. Department of the Interior, Office of Education. Biennial Survey of Education, 1930-1932. Bulletin, 193 Washington, D. C.; Government Printing Office, 1935. Chapter II, “Statistics of City School Systems, 1931-32,” p. | ™ Comstock, Lula Mae. Per Capita Costs in City Schools, 1933-34. U. S. Department of the Interior, Office of | Pamphlet No. 61. Washington, D. C.: Government Printing Office, 1935. 19 p. ®! U. S. Department of Commerce, Bureau of the Census. Financial Statistics of Cities Having a Population of Over 1933. Washington, D, C.: Government Printing Office, 1935. 168 p. 2 Rightor, C. E. “Bonded Debt of 274 Cities as at January 1, 1935."’ National Municipal Review 24: 335-47; J f Rightor, C. E. “Comparative Tax Rates of 301 Cities, 1935.’ National Municipal Review 24: 686-98; December, 19 Estimated Cost of the Proposed Salary Schedule Increase Increase on igeane Poempase Cost of am ‘ re or Expan- or Turn- Salary CE oe “aa sion over Schedule? Budget? Gegtember, 1934 t reduction anuary, a 1136 00 gapesee® ZEZBZSRZ sosoporo rere SSSsesss *? The estimated cost for the 231 teachers covered by the schedule, * The figures in this column are estimated from those in the preceding column. In each case the cost of the scl« assumed to be 85 per cent of the total budget for instructional salaries. ‘If, as recommended, the salary schedule begins operation in September, 1995, on the training status of September this per cent will be 2.7 rather than 3.5 and the total budget for the year will be $392,885 instead of $395,721. However, the || accumulated training will have to be paid for the next year unless the board elects to run the schedule one year behind | Fespect to preparation. This is the procedure recommended by the survey committee. Lezington study, 1935, 1 FIGURE XII METHOD OF COMPUTING COST OF PROPOSED NEW SALARY SCHEDULE, AS SHOWN IN TABLE REPRODUCED FROM LEXINGTON STUDY References to Local Studies of Teachers’ Salary Schedules Research Committee Some Studies AKRON, OHlI0. Special Oscar Himebaugh, chairman). Relative to Teachers’ Salaries in Akron and Other Cities of the United States. Akron: Teachers Association, 1931. 44 p. (Mimeo- graphed. ) BuFFALO, NEW York. Salary Committee (Eliza- beth I. Leary, chairman). What Other Cities Pay Their Teachers. Buftalo: Federation of Educational Associations, 1928. 15 p. Cuicaco, ILLINots. Report of the Survey of the Schools of Chicago, Illinois: Volume 1. George D. Strayer, director.) New York: Teachers College, Columbia University, 1932. Chapters 12-16 (by Lester Dix), “The Educa- tional Personnel of the Chicago Schools,” p 243-327. CINCINNATI, OHIO. Committee on the Study of Salaries in the Cincinnati Public Schools (Charles Ottermann, chairman). Report. Cin- cinnati: Board of Education, 1926. 78 p. §. CINCINNATI, OnI0. Survey Report of the Cin- cinnati Public Schools. (Bess Goodykoontz, di- rector.) Report No. 64. Cincinnati: Bureau of Governmental Research, 1935. Chapter 12, “Salaries and the Salary Schedule,” p. 234-62. . CLEVELAND, OHI0. Cleveland Teachers’ Sal- aries. (T. C. Holy, director.) Bureau of Edu- cational Research Monographs, No. 16. Co- lumbus: Ohio State University, 1932. 196 p. . CLosTER, New Jersey. Report of the Survey of the Schools of Closter, New Jersey. (George D. Strayer, director.) Closter: Board of Edu- cation, 1928. Chapter 6, “The Teaching Per- sonnel,” p. 114-22. Detrott, MicHIGAN. Mayer’s Salary Schedule Committee (Mrs. James E. Hancock, chair- man). Report of the Salary Schedule Commit- tee. Detroit: Detroit Association, 1931. 20 p. Teachers . Fort Wortu, Texas. Report of the Survey of the Schools of Fort Worth, Texas. (George D. Strayer, director.) New York: Teachers Col- lege, Columbia University, 1931. Chapter 8, “The Professional Personnel of the Fort Worth Schools,” p. 294-320. . FRESNO, CALIFORNIA. Salary and Cost Study of Fresno Schools. (By Walter Eells. Fresno: City Council of Education, 1932. 190 p. Crosby HAMMONTON, New Jersey. Report of the Sur- vey of the Schools of the Town of Hammonton, Vew Jersey. (George D. Strayer, director.) New York: Teachers College, Columbia Uni versity, 1926. Chapter 3, “The ‘Teaching Staff,” p. 29-37. The studies marked with an asterisk are a > included in the detailed analysis HOLYOKE, MAssACHusETTs. Report of the Sur vey of the Schools of Holyoke, Massachusetts Strayer, director.) Holyoke 1930. Chapter 10, “Te 375-405, (George D. the School Committee, ach- ing Personnel,” p. JACKSONVILLE, FLoripaA. Report of the Survey of the Schools of Duval County, Florida, In- cluding the City of Jacksonville. New York: lege, Columbia University, 1927. p. 65-91. (George D Strayer, director.) Teachers Col NEW Publi (Samuel Report of the of Lawrence LAWRENCEVILLE, JERSEY. Survey of the Schools Township. Burr, Lawrenceville: the Public Schools, 1927. ter 9, “The 173-87 Engle director Chap Teaching Staff,” p. LEXINGTON, Kentucky. A Salary Study for the Lexington Public Schools. Bulletin, Vol. 7, No 3. Lexington: Bureau of School Service (Leo M. Chamberlain, director), University of Ken tucky, 1935. 62 p. Lonc BeacH, CALIFORNIA. Staff and Salary Survey of the Long Beach City Schools By E. H. Staffelbach.) Long Beach: Athliated Teachers of Long Beach, 1935, 29 p Los and CALIFORNIA. Survey of the Schools. (Osman R. Hull Ford, directors.) Los Angeles: the 1934. ANGELES, Ingeles City Willard S. Board of Schedules,” p. Los Education, “Teachers’ Salary 308-18. Los ANGELES, CALIFORNIA. Teachers’ Salaries in the Los Angeles City Elementary and High School Districts. (W. S. Field, director, and O. T. Johnston.) Board of 1931. Los Angeles: the Education, 178 p. LYNN, MASSACHUSETTS. Report of the Survey of the Schools of Lynn, Massachusetts. D. Strayer, New York: Columbia University, 1927. p. 149-64. (seor ye director. ) Teachers College, Chapter 4, ‘Teachers’ Salaries,” MINNEAPOLIS, MiInNEsOTA. A Study of Costs and Standards of Living of Minneapolis Teac/ ers in Relation to Their Salaries. (By Meeker. Committee of Teachers Associations, 1926. 39 p. R y al Minneapolis: Central Daxpayer s Associa Minne MINNEAPOLIS, MINNESOTA. tion. A Study of Teachers’ Salaries apolis: the Association, 1928. 31 p. TenneSsSsEE. Public Schools of Nash 14 Survey Report. (Frank P Nashville: George Pea Teachers, 1931. 195-245, NASHVILLE, ville, Tennessee: Bachman, body College for “Teaching Personnel,” p director. ) Part 3, iven in the second major All separately published local salary studies dated 1926 or later which were available for examination zeneral city school surveys which include specific recommendations for a new salary 1 emphasize salaries, without actually recommending schedules, are [41] chedule. Certain other also included 23. NewpurGH, New York. Report of the Survey of the Schools of Newburgh, New York. (George D. Strayer, director.) New York: Teachers College, Columbia University, 1929. Chapter 7, “Teaching Personnel in New- burgh,” p. 156-71. 24. New York, New York. Citizens Committee on Teachers Salaries. Teachers’ Salaries in New York City. (James R. McGaughy, director.) New York: Teachers College, Columbia Uni- versity, 1927. 256 p. . New York, New York. Committee on Teach- ers’ Salaries (Lincoln Cromwell, chairman.) Report. New York: Board of Estimate and Ap- portionment, City of New York, 1927. 21 p. . OAKLAND, CALIFORNIA. Public Schools, Depart- ment of Research and Heller Committee for Research in Social Economics, University of California. Adequacy of Salaries Paid to Oak- land School Teachers. Bulletin, No. 11, June 1, 1932. Sacramento: California State Depart- ment of Education, 1932. 24 p. . PASADENA, CALIFORNIA. The Instructional Staff: Salaries, Training, and Teaching Loads Com- paratively Treated. Administrative Research Series, Monograph No. 2. Pasadena: Bureau of Administrative Research (W. Hardin Hughes, director), the Schools, 1929. 45 p. . PASADENA, CALIFORNIA. Survey of the Pasadena City Schools. (Harold A. Stone, director.) Los Angeles: California Taxpayers’ Association, 1931. Chapter 4, “The Teaching Personnel,” p. 61-66; Chapter 5, “Salary Schedules,” p. 67-76. . Pirrspurc, CALIFORNIA. Teachers’ Salary Study Committee (M. C. Schafer, chairman.) Re- port. Pittsburg: the Committee, 1935. 28 p. (Mimeographed. ) . PITTsBURGH, PENNSYLVANIA. Citizens’ Commit- tee on Teachers’ Salaries (Charles Reitell, re- search director). Bulletins 1-15. Pittsburgh: the Committee, % the Board of Education, 1928. . PrrrspurGH, PeNNsyLvANIA. Salary Campaign of the Pittsburgh Teachers Association, 1926- 1929. (Clarissa A. Moffitt and Sara Douglas, editors.) Pittsburgh: Pittsburgh Teachers As- sociation (1003 Bessemer Bldg.), 1929. 84 p.” 2. PITTSBURGH, PENNSYLVANIA. Survey of the Sal- aries of Teachers in the Public Schools of Pittsburgh in Relation to Cost of Living. (Marion K. McKay and Colston E. Warne, compilers.) Pittsburgh: Pittsburgh Teachers Association, 1927. 98 p. . SACRAMENTO, CALIFORNIA. Sacramento Survey, Volume I. (Jesse B. Sears, di: Sacramento: Beard of Education, 1928. ter 3, “The School Staff,’ p. 67-107. . SAN Dreco, CALIFORNIA. Teachers Asso: School Finance Committee (Gilbert D. |), chairman). A Survey of Teachers’ Sala) the San Diego Public Schools. San Die, Association, 1930, 88 p. . SAN Francisco, CALIFORNIA. Citizens ( tee for the Study of Teachers’ Salaries W. Mullen, chairman). Salary Schedul, San Francisco Public Schools. San Fray Board of Education, 1929. 102 p. . SAN FRANCISCO, CALIFORNIA. Teachers ( solidated Salary Study Committee. 7. Salaries in San Francisco. (By F. W. Har and L. H. Peterson.) San Francisco: the ( mittee, 1929. 148 p. . SANTA ANA, CALIFORNIA. City Schools, s Status Committee of the Administrative | cil and City Teachers League (Isabel F. | ind say, chairman). Salary Study. Santa Ana Committee, 1932. 63 p. (Mimeographed . SHELBYVILLE, KENTUCKY. 4 Survey of the | lic Schools of Shelbyville, Kentucky. Russell, director.) Bulletin, Vol. 1, No. 1 ington, Kentucky: Bureau of School Ss; University of Kentucky, 1928. Chapter 6 Teaching Staff,” p. 121-33. . SHOREWOOD, MILWAUKEE, WISCONSIN. J \ *43, ers’ Salary Committee (H. S. Hemenway retary). Suburban School Salaries, 193 Shorewood: Board of Education, 1933. 2! . SPRINGFIELD, MASSACHUSETTS. Annual Ke por! of the Springfield Public Schools: Qualifca tions of the Teachers, Principals, and Supe visors, and Conditions of Their Employment Springfield: the School Committee, 1930. 120 | . Tracy, CALtrorniaA. Tracy Union High § Survey. (Jesse B. Sears, director.) ra Tracy Union High School District Board Education, 1935. Chapter 8, “The Schoo! Stati p. 153-76. . Watertown, MassacHusetts. Report Survey of the Schools of Watertown, Massa chusetts. (George D. Strayer, director.) New York: Teachers College, Columbia Universit 1931. Chapter 9, “The Professional Personne of the Watertown, Massachusetts, Schools p. 177-96. Yonkers, New York. Teachers’ Salar Yonkers. (Willard S. Elsbree, director Yonkers: Yonkers Branch of the New York Teachers Association, 1929. 49 p. ® References 31 and 32 are both parts of one study, referred to in this bulletin as the Pittsburgh Teachers study. Copy of Questionnaire Form Used in Preparat NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street, Northwest, Washington, D. ¢ beck at date for individual Professiona! stat Economic status Persona PREPARATION OF TEACHERS’ SALARY SCHEDULE ndex oumbers ADOPTED IN Salanes paid t * based on the reply from your office replying to thet equity. please inse Incomes of professiona Wage rates of Se Evidence on The names of individual cites will mot be used im presenting the results of ¢ © Estimated additional mmunity me Organization, and Procedure in Preparation of Schedule Other kinds of at official or group was the frst formal proposal for the new salary schedule made? oard of education take formal action authorizing the preliminary work on the schedu t Decisions in Drafting the ficial or group had the chief responsibility for drafting the schedule? eting to questions (a which fol ¢ cities a general committee, representing the entire staff, is appointed by school authorities te cone deste ot the ted Yeo he preparation of the schedule. Was this done in your school system? If so, how many hedule sde them among the three embers were on the committee? How many were classroom teachers? the question s systematic study and report made in connection with preparing the schedule yh. the bas: an official or group working under the authority of the board of education’? — type? 1 group? What amounts shall be y teachers’ working indepe ly of the board of education? What amounts shal! be Yes ther agency? |” What agency? How many increment Sha) extra am me cities educators from outside the schoo! system help in the preparation of the schedule. Was thi quirements? ne in your school system? If s0, were they paid for this service? * What was the schedule be at stated intervals tal cost of such service? By what agency was this charge paid? Shall men and women Shall efficiency ratings be ¢ in some cities a committee of citizens, other than the board of education, is appointed to assist in the prepara tion of the schedule. Was this done in your city? ments What salaries shall be paid t b. Was & preliminary draft of the salary scheduie, before its adoption, submitted to the teaching staff for Caer quttens crs? - is If so, were any changes suggested by teachers? Were any of these hanges incorporated in the final draft of the schedule? Yes Were efforts te t t for le? if ods orts made to develop public support for a new schedule If 80, please check method fing the Schedule lato Rieet used and report others Were increased funds for teachers Newspaper publicity Was the approval of any official agency Presentation of case to service clubs ised to put the schedule inte Presentation of case to parent-teacher ¢ Distribution of reports on salary situation Wan ths tend ee at attend te Other methods (please list Were increased state-aid funds « Approximately how long was the into effect? ‘Piease send copies of publicity material. They will be returned if you so request heck below whether the new sched j. Check the ways in which members of the board of education participated in the preparation of the schedule oe By serving on special committee on salanes By criticizing and proposing changes in preliminary draft of schedule f a oew salary schedule were te procedure? (I By helping present the case for a revised schedule to the public Other service (please list Approximately how long a time elapsed from the date of beginning work on the schedule until it was adopted Return by the board of education? (Weeks, months, or years Nahona Hed an earlier salary schedule been sdopted in your school system before the schedule referred to in this Yes questionnaire was prepared?” Please send also copies of any unskilled nformation Salary p a salary schedule, a number of If there were other What differentials or specia such as counselor rde be prepared now in n organization, personne he left the kinds member s training and experience n din. te ome, expenditur ther than schoc er t n school employees es paid employees in { employee state aid, ete please Schedule administrative decisions must be made ( which are w. In some cities sharp differences of opinion egarding whict merely m minimum to maximum training higher than ¢ secure additonal professional training be paid equa a teacher's progress on the salary schedule et for teachers with extra duties or special assign heads of departments, demonstration teachers, etc principals and other supervisory and administrative officers? salaries mad> necessary by the adoption of the schedule? ther than the board of educaton required before money effect If so, what was this other agency? the salary schedule into effect? actor in making it possible to adopt a new salary schedule? me between the adoption of the schedule and the date when it was p 1 schoo pownts of emphasis one copy only, i the enclosed envelope, to Educanon Associaton of the United States Research Division, rteenth Street, Washington, D ( raimeographed or printed materials dealing with the preparation of the salary schedule List of 222 School Systems Adopting a New Salary Schedule Since 1927 Which Submitted Usable Replies to Questionnaire Birmingham, Ala San Francisco, Calif. New Haven, Conn. Fort Wayne, Ind. South Bend, Ind. Alameda, Calif Berkeley, Calif. Fresno, Calif Glendale, Calif. Pasadena, Calif. New Britain, Conn Waterbury, Conn. Bessemer, Ala. Alhambra, Calif. Beverly Hills, Calif. Ontario, Calif. San Mateo, Calif. Santa Cruz, Calif. Grand Junction, Colo. East Hartford, Conn. Key West, Fla. Rome, Ga. Elmhurst, Ill. Elmwood Park, III. Freeport, Ill. Pekin, Ill. Winnetka, Ill. Crawfordsville, Ind. Huntington, Ind. Michigan City, Ind. Burlington, Iowa Opelika, Ala. Tarrant, Ala. Globe, Ariz. Miami, Ariz. Pittsburg, Calif. Santa Paula, Calif. Putnam, Conn. Southington, Conn. Charleston, Ill. Wheaton, Il. Wabash, Ind. Corbin, Ky. Plaquemine, La. Jerome, Ariz. Benton, Ark. El Monte, Calif. El Segundo, Calif. Gilroy, Calif. San Bruno, Calif. Fort Morgan, Colo. Haines City, Fla. Monroe, ‘ Burley, Idaho Caldwell, Idaho Preston, Idaho Dolton, Staunton, II. Group I Cities (Over 100,000 in Population) Louisville, Ky. New Orleans, La. Lynn, Mass. a Mass nneapolis, Minn. Jersey City, N. J. Newark, N. Rochester, N. Y. Tulsa, Okla. Reading, Pa. Group II Cities (30,000 to 100,000 in Population) Rockford, Tl Muncie, Ind. Richmond, Ind. Brockton, Mass. Chelsea, Mass. Chicopee, Mass. Medford, Mass. Group III Cities (10,000 Clinton, Iowa Mason City, Iowa Emporia, Kansas shland, Ky. Owensboro, Ky. Lake Charles, La Bangor, Maine Milton, Mass. Natick, Mass. Needham, Mass. Wellesley, Mass. Weymouth, Mass. Ann Arbor, Mich. Grosse Pointe, Mich. Mount Clemens, Mich. Jefferson City, Mo. Billings, Mont. Great Falls, Mont. Fremont, Neb. Newton, Mass. Dearborn, Mich. (Fordson District) Kearny, N. J. Perth Amboy, N. J. Jamestown, N. Y. Mount Vernon, N. Y. to 30,000 in Population) Englewood, N. J. Neptune, N. J. bream & N. J. Ridgefield Park, N. J. Summit, N. J. Albuquerque, N. Mex. Cohoes, N. Y. Corning, N. Y. Dunkirk, N. Y. Glen Cove, N. Y. Glens Falls, N. Y. Little Falls, N. Y. Massena, . f Peekskill, Saratoga ae N. Y. Valley Stream, N. Y. Grand Forks, N. Dak. Ironton, Ohio Group IV Cities (5,000 to 10,000 in Population) Andover, Mass. Concord, Mass. Montague, Mass. North Andover, Mass. Stoughton, Mass. Negaunee, Mich. Clayton, Mo. Livingston, Mont. Canandaigua, N. Y. Catskill, N. Y. Dobbs Ferry. N. Y. Penn Yan, N. Y. Salamanca, N. Y. Scotia, N. Y. Seneca Falls, N. Y. Solvay, N. Y. Galion, Ohio Miamisburg, Ohio Norwalk, Ohio Rocky River, Ohio St. Bernard, Ohio Wapakoneta, Ohio Elk City, Okla. Baker, Oregon Bend, Oregon Oregon City, Oregon Group V Cities (2,500 to 5,000 in Population) Huntingburg. Ind. Cynthiana, Ky. Elizabethtown, Ky. Princeton, Ky. Lee, Mass. Bessemer, Mich. Anoka, Minn. Edina, Minn. Gilbert, Minn. Marshall, Minn. Pipestone, Minn. Worthington, Minn. Philadelphia, Miss. West Point, Miss. [44] Whitefish, Mont. Gering, Neb. Ballston Spa, N. Corinth, N. Y. Le Roy. N. Y. Perry, N. Y. Sloan, N. Y. Roanoke Rapids, N. C. Geneva, Ohio Lebanon, Ohio Lowellville, Ohio rlin, Ohio Providence, R. I San Antonio, Texas Salt Lake City, Utah Poughkeepsie. N. Y Watertown, N. Y Zanesville, Ohio Woonsocket, R. I. Beaumont, Texas (City District) Lynchburg, Va. West Allis, Wis 12. Fir 13. Me Piqua, Ohio 14. Fo: Salem, Ohio 1s Ti Enid, Okla ) i Ponca City, Okla Salem, Oregon Ambridge, Pa. Coraopolis, Pa. Mt. Lebanon, Pa. Westerly, R. I. Huron, S. Dak. Johnson City, Tenn. Denison, Texas Pampa, Texas Burlington, Vt. Staunton, Va. Port Angeles, Wash. Walla Walla, Wash Manitowoc, Wis. Pendleton, Oregon Exeter, Pa. Lansdowne, Pa. Summit Hill, Pa Yankton, S. Dak. Cleveland, Tenn. Longview, Texas Logan City, Utah Kelso, Wash. Beaver Dam, Wis. Rock Springs, Wyo. Perrysburg, Ohio Wauseon, Ohio Pawnee, Okla. Tonkawa, Okla. Grant’s Pass, Oregon Meyersdale, Pa. Madison, S. Dak. Perryton, Texas Camas, Wash. Edgerton, Wis. Port Washington, Wis. List of Tables Questionnaires on Preparation of ‘Teachers’ Salary Schedules, Number Issued and Percent Return Date of Adoption of 222 Schedules in Questionnaire Study y Size of School Systems Represented by 150 Salary Schedules Analyzed, and Year of Adoption Number of Cities Where New Salary Schedule Replaced a Previous Schedule Official or Group Making First Proposal for Preparation of New Salary Schedule Authorization by Board of Education for Preliminary Work on Salary Schedule . Oficial or Group Having Chief Responsibility (1) for Preparation of Schedule (2) for Making Systematic Study under Authority of Board of Education Participation of Committee Representing the Staff in Preparation of Salary Schedule Review of Schedule by Teaching Staff Participation by Members of Board of Education in Preparation of the Salary Schedule : Changes from Former Procedures in Personnel Participation if New Salary Schedule Were To Be Adopted, Proposed by 31 Superintendents in Systems Where Salary Schedules Have Been Adopted Recently Financial Aspects of the Salary Schedule Adoption. Methods Used To Develop Public Support for New Schedule Form of Publication and Length, 150 Salary Schedules.... Time Required To Get New Schedule Prepared and Put into Effect School System, City Size, Date, Personnel, and Sponsorship, 22 Local Salary Studies....... Basic Information Used in Preparation of Salary Schedule, as Reported by School Officials Composite Table of Contents for Reports of 22 Local Salary Studies. . Items on the Local Salary Schedule and on Salaries Paid in Other School Systems, in Reports of 22 Local Salary Studies : aa ; ery or : . Items on Non-Teachers’ Incomes with Which Teachers’ Salaries Are Compared, in 10 of the 22 Local Salary Studies 21. Items on Status of Teaching Staff, in 21 of the 22 Local Salary Studies. Items on Local Teachers’ Education and Professional Growth, in 21 of the 22 Local Salary Studies 3. Items on Teaching Experience, in 18 of the 22 Local Salary Studies 24. Items on Income of Local Teachers, in 6 of the 22 Local Salary Schedules Items on Expenditures by Local Teachers, in 12 of the 22 Local Salary Studies Items on Effect of Changes in Cost of Living on Value of Teachers’ Salaries, in 9 of the 22 Local Salary Studies Items on Cost of Living and Standard of Living, in 11 of the 28. Items on Service Conditions of Teaching Personnel and Other Administrative Items, in 21 of the 22 Local Salary Studies Be ee . Items on Taxation, Municipal Expenditures, and School Revenues in 11 of the 22 Local Salary Studies ). Items on School Expenditures in 21 of the 22 Local Salary Studies List of Figures I. Essential elements in the scheduling of teachers’ salaries II. Table showing distribution of teachers on salary schedule, reproduced from Pasadena study III. Figures on trends in salaries over a period of years, as presented in table reproduced f; Cincinnati survey ’. Table illustrating use of comparative figures on minimum, maximum, and median salari “< reproduced from Chicago survey '. Table making comparisons of average salaries, and indicating rank of cities in comparis The from Cincinnati survey XII Use of comparisons between salaries of teachers and other public employees, in table f; (reat! Cleveland study , J . Table reproduced from Fresno study, illustrating presentation of data on professional prepa Salari tion of teaching staff XII Table reproduced from Watertown survey, presenting figures on teaching experience of sch the > ie personnel XII .. Table from Cleveland study, showing the average annual percent of withdrawals from ea step of the salary schedule, over a five-year period Moder po : P . . XI . Table from Los Angeles study, showing trend in salaries of high-school teachers, effect changes in purchasing power of dollar on the value of the salary, and related figures..... Natio eal Table from Chicago survey, using comparative information on municipal and school expend 0 ee IOS 5 ons hn ces cco Pu cone etee enc dod eee ew Sees cade sede aeeeee Method of computing cost of proposed new salary schedule, as shown in table reproduced f Lexington study Eduea ing May Educa and No Five } latic 1934 Currel Vol Constr XI Salari Ne The Se Facts Crime X ‘ Estim: \ VO AVAILABLE RESEARCH BULLETINS petter Reading Instruction. Vol. XIII, No. Administrative Practices Affeeting Class- rd room Teachers. Part II. The Retention . ’ 7 : cas : Promotion and Improvement of Teachers The Teaeher’s Economie Position. Vol. Vol. X, No. 2, March, 1982. 44 p.........$ .25 XIII, No. 4, September, 1935. 104 p..... November, 1935. 51 (reating Soeial Intelligence. Vol. X11, : Administrative Practices Affecting Clas Mav, 1935. 96 p , room Teachers. Part I. The Selection and Bit : Maen: Appointment of Teachers. Vol. X. No. 1 Salaries of School Employees, 1934-35. January, 1952. 32 XIII, No. 2, March, 1935. 3: ™ Feacher Demand and Supply. Vol. IX The Nation’s Sehool Building Needs. Vol. 5, November, 1931. 102. p..... XIII, No. 7, danuary, 1935. 36 p........ aes : ; fe The Outlook for Rural Education. Vol. IX Modern Social and Edueational Trends. ; No. 4, September, 1931 XII, No. 5, November, 1934. y ‘ National Deliberative Committees in Edu- aye ity sccage A pg 1930-31. eation, Vol. XII, No. 4, September, 1934. Se ae Se ee ees ee ve it Current Issues in Teacher Retirement, Vo! Education for Character, Part IL. Improv- VIII, No, 5, November, 1930. 68 p.... ing the School Program. Vol. XII, No. 3, May, 1934. 64 p Investing in Public Edueation. Vol. VIII No. 4, September, 1930. 56 p Education for Character, Part L. The Social and Psychologieal Background. Vol. X11, A Self-survey Plan for State School Sys- No. 2, March, 1934. 40 p ihe owe tems. Part IT. Handbook. Vol. VIII, No , : P May, 1930. 76 p Tish ay a cre Five Years of State School Revenue Legis- lation, 1929-1933. Vol. XII, No. 1, January, : A Self-survey Plan for State School Sys- LuS4. owe tems. Part I. Check-lists. Vol. VIII, No ese . — a a 2, Mare 93 36 ee Current Conditions in the Nation’s Schools. farch, 1930. 36 p ia , . r 7a wr 933. 92 Ai ma ° ° ’ , Vol. XI, No. 4, November, 1933. 20 p... . The Questionnaire. Vol. VIII, No. 1, Jan Constructive Eeonomy in Edueation. Vol. uary, 1980. 52 p XI, No. 3, September, 1933. 36 p.... 4 . i ett Salary Seales in City School Systems, 1928- Salaries in City Sehool Systems. Vol. X1, 29. Vol. VII, No. 3, May, 1929. 68 p No. 2, March, 1933. 16 p The Principal and Progressive Movements The School Board Member. Vol. XI, No. 1, in Edueation. Vol. VII. No. 2. March January, 1933. < Py 4: 1929. GO p... ae re ew vou A, Me. 5, ‘ Can the States Afford to Edurate Their oS, a 2 sar Children? Vol. VII, No. 1, January, 1820 Crime Prevention Through Edueation. Vol. 44 P. 2... X, No. 4, September, 1932. 6 owe ‘ — ' : — Can the Nation Afford to Educate Its Chil- Estimating State School Efficiency. Vol. X dren? Vol. VI, No. 5, November, 1928 No. 3, May, 1932. 5 of , All orders for publication should be accompanied by funds in payment for same and must be so accompanied when orders for material amount to $1.00 or less. Orders not accompanied by funds in payment are subject to transportation charges. Make checks or money orders pay- able to the National Education Association, 1201 Sixteenth Street, N. W., Washington, D.C. HE ECONOMIC STATUS of teachers as a group is, or should be, a matter of fundamental professional concern to all educators and to parents and citizens generally. From the purely personal point of view, a satisfactory economic status is important because it means having the necessities of life in sufficient amounts for one’s self and dependents; a reasonable amount for giving to worthy causes outside one’s own household; ample opportunity for wholesome recreation and for cul- tural and professional growth; and a chance to make adequate provision for future emergencies and for retirement. From the strictly professional point of view, these things are important because they help to maintain the morale of teachers and _ to improve generally the efficiency of our schools. The profession of education may well give even more careful consideration than in the past, to the economic conditions and problems of its members and to ways of getting other citizens to do the same. This is essential to the well-being of one of society’s most potentially valuable groups, and hence essential to the effectiveness of the work which society expects this group to do.—National Education Association, Committee on the Eco- nomic Status of the Teacher, Report, 1935, p. 5.