MAR ] 2 192 RESEARCH BULLETIN. How do “AN” OF THE NAT lO NAL 17] TWUANAD waar VW ae ‘ As yaorsd — EDUCATION VOL. XIV - No.2 MARCH - 1936 ASSOCIATION The Preparation of Teachers’ Salary Schedules Part Il: Drafting the Schedule Published by the RESEARCH DIVISION of the NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W., Washington, D. C RESEARCH BULLETIN oF 14 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 the Research Bulletin. The Research Bulletin may be subscribed for separately at $l per year. Copies may be pur- chased at nominal cost, and in quantities at a reduced rate. Those entitled to receive the Research Bulletin regularly are asked to report at once any change of residence, giving old as well as new address. Entered as second-class matter February 10, 1923, at the Post Office at Washington, D. C., under Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized February 10, 1923. Copyright, 1936 by the National Education Association Director of Research: William G. Carr; Associate Director: Frank W. Hubbard Assistant Directors: Richard R. Foster, lvan A. Booker Executive and Editorial Offices - 1201 Sixteenth Street, N. W., Washington, D. C. Purchasing Copies Additional copies of this issue of the Research Bulletin may be obtained at the following prices, postpaid if remittance accompanies order: Single copies, 25c. 2 to 9 copies—10% reduction. 10 to 99 copies—25% reduction. 100 or more copies—3314%4% reduction. Orders for Research Bulletins not ac- companied by remittance are subject to transportation charges. Make checks pay- able to National Education Association. Subscriptions The Research Bulletin may be received regularly thru a special subscription at $1 per year. Many of the early issues of the Research Bulletin are already out of print. The special subscription at $1 per year offers an opportunity to maintain a complete file of future Research Bulletins. Reproduction of Material in Research Bulletins Material appearing in the Research Bulletin is copyrighted. However, De partments and regularly affliated organi zations of the National Education Asso ciation may reproduce parts of these bulletins for the advancement of education These departments and organizations need no authority other than this notice previous to such reproduction. In other cases appli cation for the release of materials is re- quired, Address communications to the Research Division, National Education As- sociation, 1201 Sixteenth Street, N. W.., Washington, D. C. CONTENTS DUCTION ESTIONS OF PoLicy IN DRAFTING THE SALARY SCHEDULI Basic Classification of Salaries—Position or Preparation \inimum Salaries \faximum Salaries Increments Requirements for Continued Professional ‘Training Sex as a Basis for Variations in Salary. . Teaching Efficiency and the Salary Schedule Differentials for Special Teaching Services laries of Principals and Other Offers. \ tic Summary SUMMARY OF PROCEDURES AND POLICIES IN SCHEDULING TEACHERS’ SALARIES Preliminary Steps Personnel and Responsibilities Studying the Facts Policies Governing the Salary Schedule Organization and Format of Schedule Financing the Schedule Putting the Schedule into Effect REFERENCES TO TWENTY-TWO LOocAL StuDIES OF TEACHERS’ SA List or TABLES Introduction 1) 21 loOuld the The January 1936 Research Bulletin* dis- velopment of children and s| cusses administrative procedures in the prepa- so recognized in salary schedules.” ration of a salary schedule and calls attention schedules should recognize the value of to the types of information on salaries which ing.’’* “Salary schedules should be frequently are studied. This bulletin deals to cost of living and to living condit with a further stage of the process of schedule- ‘The minimum salary should be making. In setting up a salary schedule for wage.” * ‘““Vhe schedule should avoid « teachers, as in any other problem where human __ ing beginning teachers at the expense of and economic factors are present, a number of ers with long records of successfu decisions must be made on the basis of judg- rience.” > “Maximum salaries should ment. Altho progress has been made toward enough to justify looking upon teachi: objective procedures in scheduling teachers’ career, rather than as a temporary ot salaries, no formulas which have been devel- stone’ job.” * “The salary schedule «1 oped provide wholly objective bases for an- courage the professional growth of swering the questions which arise. The neces- hile in service.” 7 “Persons in the san sity still remains for a careful study of con- o¢ position should receive equal sal ditions, and a choice, among possible courses equivalent training and experience.” of action, of the policies which seem most likely to accomplish the purposes to be served by salary schedules. Certain basic decisions are already made when it has been determined to have a schedule. The adoption of a salary schedule presupposes that salary classes will be set up, that the basis for assigning employees to those classes will be a matter of public knowledge, and that each salary class will pro- vide for progress from an initial salary to a higher salary, the basis for progress also being a matter of public knowledge. Before the actual formulation of the sched- ule can be completed, however, decisions must be reached on the adoption or rejection of cer- tain principles of salary scheduling, and on the interpretation of those adopted. Principles such as these have been proposed: “School years plans and checking progress in the prepa and subjects are of equal importance in the de- of a salary schedule. should be recognized and rewarded.”’ Are such principles as these to be in the school system for which the sch being prepared ? And if they are accept do they mean in a salary schedule, in t dollars and cents? These are real gq when salary schedules are being p. This bulletin presents evidence that n those responsible for drafting sched clarify their thinking on these issues. A brief closing section summarizes cussion of the preparation of teachers schedules given in this and the preceding tin. The summary is given in the form itemized list of procedures which may useful in a local school system in cons! 1 National Education Association, Research Division. “‘The Preparation of Teachers’ Salary Schedules: Part I: Ad and Fact-Finding Procedures.” Research Bulletin 14: 1-48; January, 1936. 2 Lewis, E. E. “Desirable Principles of Teachers’ Salary Schedules.”” American School Board Journal 80: 45-46; Ma ® National Education Association, Salary Committee (E. S. Evenden, chairman). Teachers’ Salaries and Salary Trend Washington, D. C.: the Association, 1923. p. 73-75. (Published also as the May, 1923, Research Bulletin of the Nation tion Association.) 4Clark, R. C. “Principles Underlying the Minimum Teachers’ Salary.” American School Board Journal 80 ruary, 1930 5 National Education Association, Department of Classroom Teachers. The Economic Welfare of Teachers. Sixth ¥ Washington, D. C.: the Association, 1931. p. 34. ® Evenden, Edward S. “Fundamental Principles of Grading Teachers’ Salaries.” Proceedings, 1921 D. C.: National Education Association, 1921. p. 817-20. T Long Beach, Calif. Staff and Salary Survey of the Long Beach City Schools. (By E. H. Staffelbach.) Long Beach Teachers of Long Beach, 1935. p. 15. ® Munzenmayer, L. H. “Constructing Salary Schedules.’’ Nation’s Schools 12: 38; September, 1933 [ 52] Ve sS-5 4 Questions of Policy in Drafting the Salary Schedule ly of the provisions of 150 recently seventy, it would h seemed to indi salary schedules and the content of on the whole the questions were of neat salary studies? suggested ten ques- difficulty. The actual range of frequencies w ich appear to be particularly difficult from 39, or 18.4 percent, on the question relat r in setting up a salary schedule. The ing t yf principals and other officer ; deal with the following topics: t+, or 44.3 percent, on the question rarding the amounts to be paid as maximun Basic classification of salaries—position or ~*~, ; salaries. reparation A . °° ° 4 . } } Recognition additional professional [he inquiry to superintendents included aining other question, the answers to which throw Minimum salaries some light on the issues raised by the ten que Maximum salaries , , - 6 : tions, which reads as follows: “If a new sche increments . ‘ : ; . . ° . . 1 . re > nrenared 1 oO scho Requirements for continued professional ule were to be prepared now in your st ee , training system, how would you vary from the Sex as a basis for variations in salary procedure in organization, personnel, point ficiency ratings : he salar : dea ; Ethcien ratings and the salary schedule of emphasis ? No answers were suggested fo1 eal Differentials for special teaching services . ; pre checking; space was provided for writing Salaries of principals and other officers. . Aas ; ' : replies. ‘he replies from the 43 superintend stionnaire to superintendents of school ents who answered this question by mention ms where a salary schedule recently had jing jtems connected with the content of th idopted included a section which asked schedule are presented in Table *. The sug lents to indicate the three questions in gestions made most frequently are related of ten which had been most difficult the questions on efficiency, type of schedul nswer in framing their local schedules and single salarv o1 otherwise), and recognition gest other topics which were more con- of professional training. h the ili and shows for each the number ot questions in turn. \ section is devoted to each rsial. Table I quotes the ten questions The dist ussion which follows deals wit + rintendents who included that question as of the ten questions except the second. on ng the three most difficult. A few superin recognition of professional training, which ndents checked four or five questions instead jncluded in the section on basic classification hree; their replies are included, thus in- of salaries. The discussion of each question easing the total of the frequencies. The few organized as follows: first, a brief statement tional questions mentioned in the replies of the scope of the question and of the rela ilso listed. tive difficulty assigned to it by the superintend lt appears from Table 1 that every one of — ents of schools replying to the questionnaire ; he ten questions has proved to be particularly second, a section on “present practise’ which hard to answer in certain school systems and gives evidence as to the way the question it no one of the ten stands out as strikingly being answered in existing salary schedules; more difficult than the others. There were 212 and third, a section on “opinion and studies,” superintendents checking the ten questions; which calls attention to recommendations of possible frequency in checking any ques- the National Education Association, and cites m as difficult thus ranged from zero to 212. the points of view expressed in the local salary f each of the questions had been checked by studies and in publications by individual stu third of those replying, or approximately dents of the problem of salary scheduling. Che 150 salary schedules represent school systems of all sizes. They were selected on 1 or mimeographed form) and date (1928 or later). A list of the 150 schedules and a report on s given in: National Education Association, Department of Superintendence and Research Division. Organization and nient, Teachers’ Salary Schedules. Educational Research Service Circular No. 6, 1935. Washington, D. C.: the Association, | See also: National Education Association, Research Division. ‘‘The Preparation of Teachers’ Salary Schedule Part I strative and Fact-Finding Procedures.’’ Research Bulletin 14: 7-8; January, 1936 [he 22 studies report on statistical investigations of teachers’ salaries in local hool systems and propose new salar iles for adoption. A list of the studies is given on page 97 of this bulletin. For information on organization and of the studies, see: National Education Association, Research Division, “The Preparation of Teachers tles: Part I,” op. cit., p. 21-37 For copy of the questionnaire, list of 222 school systems submitting usable replies and@abulations of findings on ns, see: National Education Association, Research Division, “The Preparation of Teachers’ Salary Schedules: Part t., D. 9-20, 43-44. the basis of avai certain ol tat Ul Saleies Jo 9A19001 UIUI patiewW |]eYy jeqqes prnoys fy] nd ysiy-s pu our cP} qd One| bys yeyM SJ ‘ 0 \ I——¢8[Ao[ Aseles | S19YIvI} [[BYS UOOS MOY !{—Z< as uo] 103 pred aq sjur ‘ ; ) 2 “upd A H soonemb 4IYIO « ‘O000‘OI 93 OOOS ‘AT dnoiyn ‘ 00‘00T 03 900‘0S ‘ II dnoiy Se ine UI OOO‘OOT 49A0 satzI9 SMO[[O} SB Sazuws uonendog e Ol “JOMSUP ON Z71Z saljdai [RIOT 6 $ Ss q Suotsanb 134%) a: PES oye aA eIISIUIMIpe puke AJOSIAJadNs 19430 pue sjediouud 0} pred aq [[eYs SatEyes Fey AA “OI 9S . ‘s19yoea} UOT}BIISUOWNp ‘sjusUTJIEdap jo Spay ‘sIO[IsUNOD se YONS ‘s}UsMIUZISSe rer 12ads 40 sz INP B41IXS YIIM SIVYIRI} JOJ JOS 9q [[eYS Solreles [eds JO Ss[eNnuUsIaygIp yey AA * é9in ps 949s ATPTRS dy} UO SsaiZ0Id § Jayea} & BUIUTULIAajap UI pesn oq SsBues AQua ye [TeYS * ¢4200 jenba 103 Sateyes renba pred aq SuUONPOYyTTeEND sTe[rais Jo UsWIOM pur Ue [TeYS * é8[PAJaqU! peizeis ye Burures [euolss: 91010 [BUONIPpe a1Ndes 0} SJayIRI} eas 0} SB PeslAep O8 oq a[NPeyos ay [Tes * q 2194) [/BY8 SjusUTeIOUI AueUT MOF] et Se pred aq 1reys siunowe TEU M ” ¢Seueles wiNnurturu se pred aq [Teys sjunoUre Jey * éSjueweimbels wnur uopjuso a1 ul pred aq sjuNoUIe BI}Xe [TeYS * gad} (Areyes-a[3uts) JO UOTIBIYISSE]D DIseq ay? [TRUS or 6 Z 9 s tut Sy} UY) JayZIy Sutures} yeuorssajosd j uonriedsid 3u} 10 310 39dAi uontsod ay) JO oq Soalleles A Il jus219g «=JequIny A ell [BIOL pue AI Ill pues | pue AI Ill pus] sdnoi5 dnuiy sdnoig Teo] sdnois) dnoiy sdnoig }[NIWIp Se uoNsenb Burnes soljdes jo sequinyy uoynsand uolueu jo Aouenbelj ul uoysenb jo query ATLINAOFA GALdOGV NAG AAVH SHINGAHOS AAVIVS AXAHM SWALSAS NI STOOHOS dO SLING “-ANALNINAdNS Ad GALAOdAA SV ‘SHIAVIVS SHAHOVAL AO ONITINGAHOS AHL NI SNOILSANO LINDIAdAIG—I AIAVL Basic Classification of Salaries—Position or Preparation the basic classification ot salaries be ' position type or of the preparation salary) type?” The question may over the situation by suggesting that only ices are possible. It is true that there main types of salary schedules: TABLE 2.—POINTS WHICH WOULD BI position schedules, in which the basic groups EMPHASIZED IN A NEW SALARY tablished in terms of school positions, such as SCHEDULE, AS REPORTED BY 43 SU tarv-school teacher, junior high - school PERINTENDENTS OF SCHOOLS IN senior high-school teacher. The elemen SYSTEMS WHERE SALARY SCHED school teacher receives the elementary-school ULES HAVE BEEN ADOPTED RE whether he is the graduate of a two-year CENTLY school or the holder of a doctor’s degree Groups Group Groups s the traditional type of schedule, in which Proposed new emphas I and II* III IV and V Tota are lowest in elementary school and high senior high school. ; paration schedules, also known as single schedules,’ in which the basic groups are ished in terms of the amount of professional which the teacher has completed. The col graduate receives the salary scheduled for col iduates, whether a teacher of kindergarten or of seniors in high school—the‘ higher: ofessional qualifications, the higher the Within these two basic classifications there are iny variations. A number of schedules which ognize both position and preparation are ‘garded in this bulletin as a subgroup of the osition type as described above and are re ‘rred to as: Position-preparation schedules, in which the basic ps are in terms of elementary, junior-high o1 senior-high teaching, with variations within groups recognize differing levels of preparation lhe basic classification of salaries was re ported as difficult more often than any othe: juestion by the superintendents in cities of Groups 1V and V, and ties with the fourth question for first rank in Group III (see Table cognition |). Altho given a lower place in Group | um work ties, it takes second rank when the entire Serentats ) replies are considered, being mentioned 40.6 percent of those reporting. The fact chiar inialoneasn hat the question receives relatively slight con- pooreeeria sideration in Group I may be due to the fact re incremet that salary schedules have been in effect in Pmaller increms those cities for many years, and the basic classification has become rather definitely fixed in an accepted pattern. The question of pay- ing extra amounts in recognition of profes Altho the term “preparation schedule bulletin to refer to the same type of schedule sex, and merit are not regarded in this discus- sion as affecting the basic classification. ‘They are treated in subsequent sections of this bulle- tin. Present Practise In 1930-31, when 1162 school systems re ported to the Research Division of the Na tional Education Association on provisions of the salary schedule in effect, 197 schedules, or 17 percent, were of the preparation type and the remaining 83 percent of the position type.” Many of these schedules reported on in 1930- 31 had been in effect for many years. The 150 salary schedules of recent adoption (1928 or later) studied in the preparation of this bulle- tin include a higher proportion of preparation schedules. As shown in Table 3, there are 104 position schedules and 46, or 30.7 percent, of the preparation type.® Salary classes provided in position sched- ules—The_ typical schedules provides three salary levels, one each for elementary, junior-high, and senior-high positions. None of the 150 schedules examined classification in position follows the plan which once was common of paying the lowest salaries in the first grade and TABLE 3.—BASIC CLASSIFICATION OF SALARIES IN 150 CITY SCHOOL SAL- ARY SCHEDULES, BY POPULATION GROUPS AND BY YEARS Position type Prepara- Groups ;* year of tion type adoption Position Position- (single- Total only preparation Total salary) l 2 3 4 5 6 Group I 7 13 20 5 25 Group II 2 19 21 11 32 Group II 12 19 31 12 43 Group IV ‘ 5 15 20 8 28 Group V 4 8 12 10 22 Total Number . & 74 104 46 150 Percent <« ae 49.3 69.3 30.7 100.0 1928 6 9 15 8 23 1929, . 9 18 27 6 33 1930 5 15 20 13 33 1931 3 7 10 5 15 1932.. 5 6 11 3 14 1933 ae & & 5 13 1934 2 11 13 6 19 Total Number . 30 74 104 46 150 Percent 20.0 49.3 69.3 30.7 100.0 * For population ranges, see Table 1. gradually increasing the amounts { grade. Seven schedules, however, hav: rate salary class for kindergarten 14 others have a separate salary cla applies only to kindergarten assist teachers of one-session kindergartens schedules provide higher salaries in G or Grade VIII. Of the 59 scheduk mention junior high-school teachers, 12 the junior-high teachers in the sam Four class for class as senior-high teachers. schedules provide a salary college teachers. Some position schedules, especially) the larger cities, provide salaries fo: list of professional employees other t! lar teachers, setting up separate salar for each. A few of the schedules stud plify the classification by combining mai tions in a few groups, named by a number. For example, the positions in the first two groups of the Pittsburg ule are as follows: Schedule A ($1200-$2200; supermaximu: Elementary teachers . Kindergarten teachers Household economy teachers in centers 4. Speech-improvement, home class teachers who are under state law 5. Teachers of mental deviates . Swimming teachers in elementary 7. Teachers in special schools, children’s hospital, crippled children 8. Advisers to girls who have not qua high-school teachers. wn = adult fore fully — schools and h Schedule B_ ($1800-$2850; supermaximum . Junior high-school teachers . Continuation-school teachers . Girls’ trade-school teachers . Manual training schools and elementary centers 5. Supervisors in the elementary and garten field 6. Pre-vocational school teachers 7. Advisers to girls who have qualified school teachers. > wh = teachers in e The schedule for Providence, Rhode | groups forty-three positions—teachers, 2 Based on data in: National Education Association, Research Division. Special Salary Tabulations, 1930-31. Wa D. C.: the Association, 1931. % The classification is based on the method of scheduling classroom teachers’ salaries, disregarding the plan used f [ 56] of principals and other employees. principals, psychologists, student coun- ind others—in three salary classes, pro differentials above or below normal some positions.* ynition of preparation in position sched \lmost all position schedules recognize the ex- sional preparation indirectly to at initial requirements for appointment mmonly higher for the positions which irger salaries, such as high-school teach- \ large number of position schedules, er, make additional variation in salary basis of preparation. Table 3 shows 150 studied are o . 74 schedules of the position-preparation” type. The methods + h ognizing training which were used as a sis for counting the schedules in the ‘“‘posi saci bale » * n-preparation’ group in ‘Table 3 include following: Basing the major classifications of salary on sition, with sub-classifications in which mini and maximum salaries vary on the basis of 49 schedules). For example, an elemen ng school teacher will receive an initial salary of $11 if a 2-year normal-school graduate, $1200 f a 3-year graduate, and $1300 if a graduate of a +-vear college. The 4-year college graduate ap ted as teacher in high school, however, will ve not $1300 but $1400; the holder of a master’s le appointed to the high school will receive a | higher amount as minimum salary. Maximum ries will likewise vary with the amount of ning. These schedules provide 2, 3, or 4 training s for elementary-school salaries and most fre ntly provide 2 levels for junior and senior high school salaries. There are in addition 6 schedules ch provide differences for training in the mini m salary only. Providing a supermaximum salary, the grant of which in whole in part idditional professional training (31 Requiring teachers to give evidence of addi- nal training, at stated intervals, in order to increments or to at of chedule (22 schedules).° is conditioned or schedules re remain maximum ceive Salary classes provided in preparation sched- ules—When teachers are paid by a prepara tion schedule, they are classified in groups ac cording to the level of professional training See also the section on “Requirements for Continued Pro * The important process of defining the training and oth hool service is not discussed in this bulletin. The Nationa firmed several times since, in favor of a minimum require 1920, p. 24). Helpful suggestions for defining qualifi experience, residence and family responsibilities, and attitt search Division. “The Scheduling of Teachers’ Salaries.’ Re Association, Research Division. ‘Administrative Practices t of Teachers.”’ Research Bulletin 10: 1-32; January, 1932 1-32 [ ‘For copy of Providence salary classification, see: Natior k h Division. Organization and Content, Teachers’ S ngton, D. C.: the Association, 1935. p. 28-29 nimum and t each one has completed, higher n maximum salaries being paid to teachers with higher levels of training. The number of salary groups ranges from 2 to an indefinite number in the 46 preparation type schedules analyzed The distribution follows 2 salary levels each of 4 schedules 3 + 22 5 ‘ ; 13 or more salary levels, in each of 5 schedules The classification found most frequently rec nizes 4 levels of training—2 years, 3 years, 4 years (bachelor’s degree), and 5 years (ma ters degree). Only 2 schedules provide a salary class for less than 2 vears of trainin 36 begin with the 2-year level: 4+ set 3 vea of training as the lowest level recognized: and one schedule recognizes no training below the 4-year level. “Iwo schedules provide fo one or more levels above 5 years of training The 5 schedules having 13 or more salary levels base the salary on small units of pro fessional training: in one citv a variation 1s made for each semester hour of credit. in full the idea that the term To Carry out implies, professional t} il S( hedule”’ requirements would for teachers of younger or older children “single-salary D eT e equally high, whe “ iv¢ long as secondary teachers are required to | 1 the more training than elementary teachers, re is a differentiation in favor of the secondary Altho i tl training levels in the salary schedule requirements for to tl ne school divisions is not stated in all of the prey schools. the relationship between the nd th a Varlt assignment ration schedules studied, those which give this information show that lower requirements ar‘ set for the elementary teachers. ' Other bases for classification of salaries Other schemes of classification have been noted, which in some ways resemble plans of al Education Associ Department « 1 tendence a ry Schedules. Educational! Res¢ h Se ( » fessional Training,”’ in bulletin er qualifications re ] a] tment t , 1 Education Associat assed a re itio 7, ment of four years of training for all teachers (Pr tions in terms of tra ative ability and pe i f ide toward teaching are er National Education A search Bulletin 5: 161-64; Ma 1927. See also: National | Affecting Classroom Teacl Part I: The Selection and Ay 57 J faculties. the One position-preparation schedule grading salaries of university (Summit, New Jersey) provides for dividing the teach ing staff into tour groups, or levels of expe ence, as follows: 1. Beginners 2. Journeymen teachers 3. Graduate teachers 4. Master teachers.’ The exact basis for salary differentiations for the above groups is not stated in the schedule. Another of positions is given in the recently adopted prepa- unusual classification teaching ration schedule in Inglewood, California: Interpretation teacher Research teacher Regular teacher Special service teacher Assistant teacher.” The salaries of interpretation and research teachers are set by adding certain amounts to the basic preparation schedule, which is paid to the regular and the special service teachers without modification. The assistant teacher re ceives the basic salary less a fixed amount. Opinion and Studies National Education Association—Resolu tions adopted by the National Education As- sociation in 1920, 1921, and 1922 favor the adoption of salary schedules of the preparation 192? type.” The resolution reads as follows: We urge that salaries be based upon professional preparation, the skill attained, and the quality of service rendered, irrespective of the grade or age of the children to be taught.” The National Education Association Salary Committee, reporting in 1923, stated it as a principle that ‘salary schedules should recog ‘For copy of the Summit salary schedule, see: Nationa! I search Division Calif. Salary Policy for Teachers of Inglex and DeSilva, Lionel. ‘‘The 5 Inglewood See also: Cross, Henry A., 24-25: November, 1935 ® National Education Association. Proceedings p ” National Education Association, op. cit., 1922, p. 45 ‘ National Education Association, Salary Committee (E. S 1923. Washington, D. C.: the Association, 1923. p , 78 12 National Education Association, Committee on the The Teacher's Economic Position: Facts and Recommendations c 91 1920 73 ducation Organization and Content, Teachers’ Salary Schedules, op. cit., p. 48-49 ood City Schools. Inglewood Teachers’ Salary Policy.” 1921, p. 27; Economic Washington, D nize the value of training a standard salary schedule type, based on five levels o National Education Assox the Economic Status of the served from 1928 to 1935, In report a hypothetical salar preparation type. len recommend Local salary studies salary studies ? position-preparation type. cisco Citizens study include favor of the position schedule, fi: the following sentences are quoted: teacher's sal The In some schedules the upon the type of certificate held such a classification is quite obvi practice to pay a teacher with certificate with training direct! school teaching, under assignment a higher salary than a teacher elementary certificate whose training has school, cifically designed for elementary school w Again there are schedules in other con which graduate compensation according to This related tent of professional training is if the actual cases the training is immediately to teaching, but not, as in many without regard to its relation to the parti of work.... } Dase A sound salary schedule must b: recognition of essential differences in positi gradations of salaries must be in accordai this principle.’ Five studies recommend ditterent mi } and maximum salaries within positior basis of training (Chicago, Lexington York Citizens, New York Board of Est and Springfield). They do not emphasi: advantage of this particular type ot s towal organization, except as a step Association, Department Board of Edu Ameri Inglewood: 1922, p. 45. Evenden, chairman). Teachers’ Salari R. Bu 1935 of the Teacher (B C.: the Association, Status as the September, 1935, Research Bulletin of the National Education Association, 13: 252.) 13 A list of the 22 studies is given on p. 97 bibliographical citation. “4 Chicago, Lexington, Los Angeles, New York Citizens (as schedule), New York Board of Estimate, Pittsburgh Citizens, Teachers, and Springfield 15 San Francisco Citizens, p. 25. The studies are referred to in this bulletin by name of a first step preparatory to the later Pittsburgh Teachers, San Francisco [58] of the complete preparation schedul —Individua owing statement is representative: ess emphasis 01 been thought wise not to recommend t ry = ee change in the existing salary plan. The was to be noted salary schedule is recommended for con t relative lvantages and tudy by the personnel division, in recogni tages of the preparation schedule the probability that ¢ lucational authorities ommending nor d go will sooner or later find it desirable to , ; ch a provision. The schedules recommende Elsbree emphasizes the importance esent a modification of the existing pro- cal evaluation of the professional preparation in the direction of a greater recognition of which is recognized as a basis for difference If they are adopted, the teacher’s salary salary letermined not only by type of school and of service, but also, partially, by the amount Superintendents of schools have } peet lining completed.” by the alacrity with which teachers i . training requirements for increased [he remaining twelve studies propose shat they have feceuunily tout slate of edules of the preparation type. The follow the character of the training received is statement from the Watertown survey important than the quantity. This situation a : . . . . largel . oO hroug ; tention o he lustrative of the recommendations in jus- !@"&¢ly controlled through careful attention on t ; . , part of superintendent, principal, and supervisors tion of this type of schedule: to the courses taken by teachers. This does not mean i -scripti of subj I re it dc ean proposed schedule accepts the principle of rigid prescription of ject matter; it does meat single salary schedule: that it is equally im tant that a teacher be well trained for work in ; Ther her program for further study. To do this inte careful evaluation of the teacher’s preparation the time of selection and subsequent supervision kindergarten, elementary, or high school have been a time when it required teachers eater ability and training to educate adolescent vounger children. With the accumulation of fic knowledge the large importance of the education of children has become better gently, the superintendent must be familiar bot with the courses offered in colleges and universities and with the needs and weaknesses of individ teachers. In no other way can the board of educat be assured that additional training will result nares improved teaching herefore, under the proposed salary schedule, rr ( ( prof Che arguments in favor of the single-s ementary teacher with four years of profes : : ; 2 ne ; . ° ° ° 4 ) > yhe > the . | > > r ¢ che preparation will receive the same salary as a P44N emy hasize th ilue of ré taining — school teacher with the same amount of train of superior ability and qualifications In ti [his will permit a teacher to work at the par elementary grades, the incentive to put! i wre w =1 > > ; li > y > yrez © . . | ; level where he is likely to render the greatest further training which such schedules provide ce uninfluenced by salary considerations. 1 + i Gs vie *f . . £ th: eae . a the economic desirabil roviding rhe incorporation of this principle into the sched _ sate taitcaas esirability of providing vill give Watertown a well-trained staff. It will ries which are commensurate with varyil impossible a situation such as now exists in investments in training.*! The following state in some groups, the less well-trained teachers. ment by Lewis is ire receiving the higher salaries. Chis does not mean that elementary school teach- Teaching in one grade or subject is just as s in Watertown will immediately receive the portant a service, and requires approximate ime salaries as high school teachers. The average equivalent skill, as teaching in any other grade gh school teacher in Watertown has had two subject and should be so recognized in the sched ears more training than the typical elementary of salaries. The same kind of pre-service and school teacher, and therefore, will receive a sub- service training is not required of all but stantially larger salary. The schedule does open the amounts are required. We are beginning to reali vy, however, to any teacher to prepare fully for that teaching in the lower grades is as highl service at his chosen school level and to receive skilled service as teaching elsewhere. This is ignition in salary of such preparation. yut by modern psychological, psychiatric and me Chicago, p. 305 Watertown, p. 190-91. see the list of references on the single-sal ng of Teachers’ Salaries.’’ Research Bulletin 5 For example, see: Clark, R. C. “Principles of Advancing March, 1930; 50, 142, April, 1930. 1 Cooke, Dennis H een and Co., 1933. p. 270-72. § Elsbree, Willard S. Teacher 55-59 Elsbree, op. cit., p see also: Los For example, see all >. “In Def and Capps, A. G. ‘Unfair to Whom dies on the Single-Salary Schedule.”’ Amer cal opinion. The training of young children is in the opinions of a number of experts a more im portant service than the training of the same chil dren when they are older. No salary schedule should deprive any level of the service of its finest teachers Advancement to higher grades or other types of positions should not be used as an incentive. The expert should remain in the field of his specializa tion. Every grade should be dignified by the re tention of its specialists and they should be paid as well as equal service would be paid elsewhere.” The arguments on the other side claim that training alone is an inadequate basis for evalu ating a teacher’s worth to the system; that there is no proof of superior service from ele- mentary-school teachers who have advanced training, as compared with those with two or three years of training; that high-school teach- ing is more difficult and deserves a higher com- pensation; and that the added expense of a preparation schedule therefore cannot be justi- fied.2* Engelhardt suggests that the single- salary schedule is at present less effective than it would be if a plan were developed for greater differentiation among teachers in the kinds of duties assigned to them. He says: Administrative genius must devise some plan of school organization in which the teaching processes may be carried on to provide occupation for edu- cational workers with varying amounts of profes sional preparation and different levels of compe tence. In this type of organization the superior teacher will have under his direction a number of persons of different levels of training and _ skill. Thus, the schools of the future will be organized to profit by and make efficient use of the one-year, the two-year, the three-year, the four-year, as well as the five-year trained persons. These people of varying degrees of ability and training will not be employed at the same task, but the work associated with teaching will be so differentiated that each person may be occupied at a level which challenges his best abilities and at a salary commensurate with the services rendered. In such a scheme of things the single salary schedule will have significance, devices to measure teaching ability will have validity, and intelligence will cor- relate with teaching accomplishment.” Researches by Morris and Bowles—An evaluation of the preparation schedule was *2 Lewis, E. E. ‘“‘Desirable Principles of Teachers’ Salary Schedules.’’ American School Board Journal 80: 45-46 *3 For example, see: McGinnis, W. C. “The Salary Schedule.”’ made by Morris, who studied factors salary schedule, cost of salaries, and trative practise in a group of a fifty single-salary cities, making com, on certain items with a group of citi position-type salary schedules. He that the teachers in the first group we what better trained altho training ments were not significantly different the two groups of cities. The figures o; showed no significant differences betw: two groups in percent of total curr penses going to teachers’ salaries. Th salary cities showed considerably gre creases in salaries paid elementar teachers from 1919-20 to 1925-26, and greater increases in high-school teache aries, than were reported by the oth of cities. There was some evidence that costs were being kept down, in the salary cities, by increasing the number of per teacher. The percent of men teac! creased equally in both groups of citie period from 1920 to 1926. The following statements are quot: the summary of Morris’ study: The single salary schedule as now operat not sufhce. Its measures are inadequate and table especially from the standpoint of teachers. The number of years of college t is not a fair measure of a teacher’s worth are two primary faults inherent in’ this m The first is that no college can guarantes training given will produce an efficient The second fault is that there is such a diy in the quality of the training secured by individuals at different institutions Perhaps the most serious indictment that made against the single salary as it is being ated is that attention is given chiefly to the of training alone and that too little attenti ing given to the kind of training secured } Bowles studied the operation and eft: the single-salary schedule from 1923 1930-31 in Newport News, Virginia paring it with a neighboring city where tion schedule was in effect, and with othe in the state.27 The conclusions from his include the following statements: Af School and Society 31: 61-62; January 11, 193 R. D. “The Salary Question: Is It Fair that High School Instructors Are Paid More Than Elementary Teachers Schools 15: 25-26; January, 1935. *% Engelhardt, Fred. “Differentiation in Classroom Teaching.”’ Educational Administration and Supervision May, 1930 Morris, Lyle L. The Single Salary Schedule. Contributions to Education No. 413. New York: Teachers College University, 1930, 79 p. * Morris, Lyle L., op. cit., p. 72, 77. 2? Bowles, Rosewell Page. The Operation and Effects of a Single Salary Schedule. Contributions to York: Teachers College, Columbia University, 1932. 140 p. to Education, N [ 60] changes which took place with respec position and qualifications of the teact vhile the single salary schedule was In ope re desirable. Better prepared teachers w equally well-trained teachers were every stage of the children’s rs were placed upon a _ professional rovided equal oppo Nn tunity for s in which the most effective work these certainly are desirable chang ost significant difference foun ] and the ular salary lary to which the training of the t es { between t s city reg cit ree ner exceeded the training of teacher this instance and during the parti R Minimum What amounts shall be paid nimun es?” This question was rated among tl st dificuit in salary scheduling n is If by 34.9 pet nt of the school officials reporting. It rod u ? inks in frequency among the ten questions fo th 3 Groups III, 1V, and V, but is ninth in rank Groups I and II. To answer the question, thought must be given to the standard of which the young teacher should be able ] il V — to naintain, and the professional preparation re- 1 of new appointees. The minimum sal es being paid in comparable and possibly ompeting school systems, the opportunities in her occupations, and the ability of the com nity to finance the schedule must be recog The disadvantages of a low minimum l } be balanced against the advantages of UT) i maximum. The relative amounts to be in elementary and secondary schools, o for different levels of training, must be con S needs to be considered in relation to the p T idered. The question of fixing minimum sa ther problem of establishing the maximum Present Practise The most recent comprehensive figures on minimum and maximum salaries scheduled for nmon practise ations in fixing both Division The Pre atic t Bulletin 14: 1-48; January, 1936 See section on ‘‘Maximum Salaries’ National As in other school sy der minimum and mz Teac rch ur n ol in this bull Div Education ciation, Rese I May, 1931. ar “igures on minimum and 1 narized: aximum salaries were c: they were not collected at 1934 by depression conditions as to make figures or all in ter sO 1e t t 1! no ra ere ro levelopment, iSsIs t ne Salaries ) te } h D 1V1 1D ] : -} ] Salaries scned reporting. [t sho remembered of the school system and rures shown paid lower minimum iries h if 1 Relative an ‘he tary, schools in 31, typical more tor elementary schoo relatiy e junio! schools. to ] | L\ as ul n salaries is her Table eginning tea | 1] 14 junior high school For high-school lt trom to SeTy ¢ ditterence from 2] , , abdoyV tarvy-school I salaries W . When compared wit 192? + 0 corresponding } hiol + Tf 2 I Zod t nrys rt 1930-3] f senior-high salaries not tal al 197? tnat junior the 1 senior-high sal laries in wre 1 ie \ SO) " mentary Salar Relative an The mini d ; 7 re ifi ) ii 7 Or Varying tevets ] Ale 0 ii iries reported in re organize ie basis of position are given ible 5 on minimum t} ] Is jj I I ic ie ditterent training vels if) TABLE 4.—MINIMUM SALARIES PAID TEACHERS IN ELEMENTARY, JUN- IOR HIGH, AND SENIOR HIGH SCHOOLS, 1930-31, AND INDEX OF RELATIONSHIP, 1930-31 AND 1922-23 (ELEMENTARY = 100) Group Group Group Group Group School division; year Is II Ill IV Vv ) : 4 5 6 $1,068 $1,056 1,187 1,195 1,294 1,288 100.0 113.3 122.8 100.0 113.8 124.0 100.0 111.1 121.2 100 113.2 122 100.0 113.2 123 100 113.6 133.6 100.0 108.4 124.8 100 113 130.2 100.0 111.9 132.4 median \ 214 table as follows: In Group I cities the salaries scheduled for elementary teachers in 1930-31 junior high-school teachers, $1390. If the ele ementary is given the value 100, then the junior high- chool salary has a value of 113.3, or is 13.3 percent higher than the elementary salary. Similarly read figures for other positions and population groups. The figures on index of relationship for 1922-23 are similarly computed, on the basis of figures not reproduced in this bulletin Source of figures: Based on information reported in: National Education Association, Research Division. ‘Teachers’ ind Salary Trends in 1923.” Research Bulletin 1: 139-251 May, 1923; and National Education Association, Research Division. “Salaries in City School Systems, 1930-31.’ Research Bulletin 9: 163-226; May, 1931 "For population ranges, see Table 1. s $1227, for salary Salaries preparation schedules among the 150 given special study for this bulletin. Table 5 reports the median of the minimum salaries at each level of training, and the index of relationship, with the 2-year training level as the point of reference. For this small group of schedules, the minimum salary at the 4-year training level is $266 above the 2-year level, a difference of 25.5 percent. This relationship is very similar to that shown between elementary and high school salaries in Table 4. The 5-year level is $373 above the 2-year level, or 35.8 percent higher. Recognition of experience in fixing initial salary—The minimum salary is not necessarily the initial salary. Many schedules include pro- visions for the evaluation of previous expe- rience for the purpose of placing new teachers at the appropriate level of the salary schedule; TABLE 5.—MINIMUM SALARIES IN 46 PREPARATION SCHED! AND INDEX OF RELATION (TWO YEARS’ TRAINING — 10: Numbe Level of training of schedules* Me lian minim salarie > vears $3 years 4 years (or bachelor's degree) 5 years (or master’s degree)... I'wo schedules reported mont! definite amounts of min lude all trainifig levels 62 of the 150 recent sched a practise. In some of thes appointed teacher may not the third or fourth step of tl give full credit for previou general purpose of such provision emp! a local school system to teachers who would be unwilling beginner’s salary. Standiford visions of salary schedules 20,000 to 50,000 in populatio1 lowing practises with regar previous teaching experience :* Full value Full value up to 2 years Full value up to 3 years Full value up to 5 years Full value up to 6 years Full value up to 8 years Full value up to 10 years Full value less one year Half value Partial value according to ju superintendent No value igment of Opinion and Studies Association N Ass has mentioned a specific amount as a National Education report of the National Education mended minimum salary for teachers recommendation was made in 1923, w Salary Committee suggested $1200 as mum salary for the teacher with 2 professional Group \ training in PT ~ . re . . ~ . , ™ — 229 ‘ / ‘Standiford, Francis Wilbur. Principles Governing Salary Schedules in Cities of 20,000 to Chicago, 1930. Master’s thesis, ms. p. 64. 5 National Education Association, Salary Committee (E. S 1923. Washington, D. C.: the Association, 1923. p. 78 [6 Evenden, chairman). Teachers’ Salar ] nes of work, itn il ind training i ittract the kind of were recommended for large: rates ns, $1300 for Groups IV and III, $1400 raised in lesired as tea s. Some communities \ isa sroup II, and $1500 for Group I, with to raise the minin still turther rsons availabl so as to ntials upward for higher levels of train ik ‘Madina [he figures in Table 4 show that this 7 t standard is stili far from realization. et a E< a 1 | ymitt the Us | ee rie conon 1 e Department of Classroom Teachers of “ » ot . ‘ 1ers be tentatively established at a figure no with the minimum salary is that the beginning inimum salarie s recommended that the minimum salary tion l annual 1 it the very lowest, shall not lary ss than one and one-third times the total , teacher S Sala! t of of appropriate necessities for an inexperienced the averave cost her without dependents, and living apart from itives but not maintaining a home. Thus, if the and room.’ Thi st of appropriate necessities for an inexperienced wage to which varying amounts are added cher in a given community were found to be $900, . oe: " ae , : for savings, training, and other purposes. [he recommended minimum salary would be not less : : ; d : in $1200. This amount would permit the average Nashville survey calls attention to the sub) ginning teacher rooming and boarding in that tive elements that enter into the determinat munity to pay for all necessities out of 75 per f income, and to have left 10 percent for sav 5 percent for giving, and 10 percent for better- be less than twice his represents a bare subsisten tT Li re* of the subsistence w Shall it be the subsistence wage” ¢ ts the average cost for room and board of However, if the salary so determined were found teachers as board live at home, that is $1090 shall it be the age cost fo! ’e significantly less than the average income ob $545.00 or ible by inexperienced persons of equivalent abil wage” computed National Education Association, Depart ngton, D. C.: the Association, 1931. p. 20, 3 National Education Association, Committee « r’s Economic Position: Facts and Recommendati National Education Ass For example, see: Chicag ) p. 25-27, 70: Nashville, p Stanford University, Ca ! Contributions to Educat Detern Ange les ost of Living ters in the State of New York 184 p { Woods, Roy C A Technique for the January, 1933 lif Stanford Ur ers as support families and keep house, that is, two times $1,353.00 or $2,706.00? The answer to this question involves profound educational and socio logical considerations which have probably never been faced by any American commonwealth or city be frankly admitted that data avail It must, however, essential to answer are not able a satisfactory The New York study accepts the principle that average expense for food and rent should not exceed 55 percent of the basic annual salary of the elementary school, is judged to be the unmar- “indispensable teacher’ who, for the ried woman living away from home; and for the high school, the married man with a wife and one child.*! The 55 percent standard is not aimed at for the first year, but after six years of service for the elementary teacher and after eight years for the high-school teacher. The Chicago study suggests that the consid- eration of teachers’ salaries should not begin at the minimum or maximum salary but at the average level for the competent teacher who has passed the probationary period and has not yet acquired any special superiority.’? It mentions the following items which this aver- age salary should provide: basic subsistence ; provision for emergencies; reasonable comfort and decency in living standards; and profes- sional culture and study. Differential on basis of professional prepa- ration—The desirability of recognizing differ- ing levels of professional preparation by amounts large enough to make a return on the investment in training is recommended frequently. A number of these recommenda- tions have been summarized by Eells.** Ross, Reeves, and Russell estimate that additional training of one year justifies an added salary Nashville, p. 231. ™ New York Citizens, p. 146-48. 12 Chicago, p. 298-99. 13 Eells, Walter Crosby, op. cit., p. 80-81. % Ross, Clay C.; Teachers’ Salaries.” 1% Almack, John C., 1 Elsbree, Willard S. Reeves, Floyd W.; and Russell, John Dale American School Board Journal 78: 48-50; February, 1929. and Lang, Albert R. Problems of the Teaching Profession. Boston: Houghton Mifflin Co., 19 Teachers’ Salaries. New York: Teachers College, Columbia University, 1931. p. 100 of $75 per year, in the schools of Kenty Almack and Lang on a different basis it out as $126 a year.’® Elsbree estimate an added year of training warrants crease of $200 in annual compensation. felbach, by including the factors of invest deferred earnings, depreciation over of 30 years, and risk, arrives $234.17 The Cleveland study e average cost of professional prepar: $700 a year; the total cost of 4 years ing with accrued interest, $3177; amount per year to amortize the invest: 36 years, $217.'* The proposed Los A schedule allows $109 for an addition of training ;'® the Nashville survey, $69 average of the seven estimates of a fai: allowance for each additional year of sional preparation is $147. The wide of the estimates, from $69 to $234, largely to differences in (1) estimated initial training, (2) rates of interest all: and (3) number of years allowed t tize the investment. In the hypothetical salary posed by the Committee on the Ex Status of the Teacher, the salary differ schedule for each successive year of training is $100 in the first year of service, wh teachers of ten years’ experience the sponding differential for each year of t1 is $600.72 Relationship to maximum salary—S writers have suggested that salary sch in the past have tended to overpay t! experienced teacher at the expense otf teacher of proved competence who is f ing the teaching profession as a life w “A Technique for the Local Determination of the Ad 17 Staffelbach, Elmer H. California Teachers Salaries. San Francisco: California Teachers Association, 1932. p. 21 Long Beach, Calif. Staff and Salary Survey of the Long Beach City Schools. (By E. H. Staffelbach.) Long Beach Teachers of Long Beach, 1935. p. 16-17. 18 Cleveland, p. 40. 1%” Los Angeles, p. 82. 2 Nashville (half of amounts allowed for investment in training to teacher with two years of preparation, first service), p. 239 21 National Education Association, Committee on the Economic Status of the Teacher, op. « 13: 252.) 2 For example see: San Francisco Citizens, p. York: Century Co., 1925. 287-88. { Norton, John K 32: 719-23; May, 1931. (Research t., D. 55. 27. Lewis, Ervin Eugene. Personnel Problems of the Teaching St Major Trends in Teacher Salary Scheduling.” Teachers College [ 64] rley, in commenting on certain weak rN .ses of salary schedules, says: other defect, and one that tends to keep teach om becoming a professional service, is that eginning salary is frequently too high and the iximum salary is reached too soon. These condi ns tend to attract into teaching many who use it ely as a well-paid temporary employment, thus rhe eginning salary need not be high, if the service in reasing the turnover in the teaching ranks nents continue for a long time.” The Chicago study also suggests that the minimum must be thought of in its relation the upper end of the scale: \ definite amount of money in the salary fund »e distributed over a wide range or compacted yithin narrow The the higher the upper end may b listri- group und whose needs vary but little. The wider range has certain applications which indicate that it fits the whing situation better.™ limits. lower the low end, e. The compacted ution is suitable to a whose characteristics Methods used in local studies for establish local salary studies indicate the mathematical proc- minimum salaries—Few of the 22 esses used in arriving at the minimum salaries recommended. The Los Angeles study sets the minimum for high-school teachers by compari son with the average minimum salaries for comparable cities.*® The minimum for elemen- tary teachers is based on the salary of the old schedule, plus $109 which is estimated as the amount necessary to amortize in thirty years the cost of an additional year of professional preparation which was added to the entrance requirements in 1930.*° The Nashville report uses the following method for determining the initial salary of > a teacher without experience, with 2 years of preparation :?° Cost of room and board for twelve months multiplied by two (“subsistence wage”) $1,092.00 Savings, ten percent of “subsistence wage” 109.20 Reimbursement, two and a half percent of capital invested in training and accrued interest ($750 a year plus $112.50 crued interest) *3 Cubberley, Ellwood P. State School * Chicago, p. 300 * Los Angeles, p. 74. * Los Angeles, p. 17, 82 *? Nashville, p. 239. See also the formula based on subsistence pro;osed in: Almack, John C., and Lang, Albert R., op. cit., p *8 New York Citizens, p. 147, 156. * New York Citizens, p. 147-49. ” Lexington, p. 29. {dministration. Bost n ) In similar manner the initial salaries of in rienced teacher 5, and 6 years raining are detert \s itizens the 64, New Yorl dis pecpcsed sedi indi ated ( study rives at i ; é mum salaries working downward from a ] computed basic salary. tor pensable group’ o The average expendi ture food and rent reported by the if high school teacher married man with wife and one child $2169. ‘Taking this amount as 55 percent Acco1 l t, the committee then “decided basic salary of $3900 was computed ing to the repor that there should be four beginning increments followed igh-school teachers should of $192 per yea by increments of $252 and that h rive at the basic salary after eight years of s eye spe 29 ‘The minimum salary tablished hod Was es ice. by this met \ similar process was used in fixing salaries of elementary-school teacher The Lexington salary study shows that $1074 median cost of represents approximately twice the board and room for local te ers tor one year, suggesting that w ithout considerations this figure would seem to repr¢ Howe it is pointed out that the young teachers ap sent the appropriate basic salary. to receive some assistance trom parents and relatives and are less likely to have de pear pendents than the older teachers. Mention is the made also ot desirability ot setting the maximum salary at a higher level than in the past. The minimum salary recommended then ot board white teachers and $850 100 less than twice the cost is slightly and room, $1000 for for negro teachers. The salary ratio of to 85 for and negro teachers is main hed- 1 consideration of the relative white tained thruout the proposed Lexington s ule, based on training experience, teachi 248-49 [65] living costs for the two groups of teachers and “the general tradition of the South that negroes and whites are not to be paid equiva- lent salaries for equivalent work.” * \ltho it is possible that at some future time a mathematical formula for determining teach- ers’ salaries will be developed which will gain general acceptance, there are wide differences among the proposals so far made. The more typical procedure for fixing salaries at present appears to be that stated by the San Fran- cisco Citizens Committee : I'he fact remains and must be conceded initially that no matter how fully the data are investigated and tabulated, no matter how thoroughly each factor of an ideal salary schedule may be analyzed, the Lexington, p. 25-27. See also: Caliver, Ambrose Vol. IV. U.S Office, 1933. p January, 1934 San Francisco Citizens, p. 4 of Chicago Press, 1932. p 41-43 { Cooke, Dennis H. ‘‘Adequacy of See also: Morrison, Henry C 219-314. Morrison claims that “the whole apparatus of cost of living, desirabl final result cannot be a scientific, n solution of the pre mula for the only | setting up of a salary schedule is after al] of human relationship; each situation n proached in the light of its peculiar condit the facts studied and analyzed in to temper conclusions by practical considera such fas} The various aspects of a problem invol\ delicate task of appraisal of intangibles n possible to reach somewhat varying conclusi almost equal justification. There is no way pletely reconciling these differences. We no more than give the data available th scrutiny, testing and adjusting tentative « with the aid of expert opinion. The decisions by us and embodied in the recommendations report may not be proof against criticism feel confident that in the main they a: and just.™ Education of Negro Teachers. National Survey of the Department of the Interior, Office of Education, Bulletin, 1933, No. 10. Washington, D. C Teachers’ Salaries.”” Peabody Journal The Management of the School Money of training, measured merit, which are the customary criteria in use in determining salaries’’ is the wrong appr tead low risk and retirement pay—economic factors which belong naturally to the socialized services Maximum Salaries “What amounts shall be paid as maximum salaries?’ Ninety-four of the superintendents replying to the questionnaire, or 44.3 percent, stated that this question was among the three most dificult to answer. It was either first or second in frequency in all population groups. Among the factors to be considered in estab- lishing the maximum salary are the upper levels of salaries in other school systems and in other occupations, the cost of an appropriate standard of living for the mature teacher with typical adult responsibilities, recognition of level of professional preparation, relative amounts to be paid in different school posi- tions, the increased value which years of expe- rience bring to a teacher’s services, and re- sources for financing the schedule. When dif- ferentials are made for sex and for merit these provisions affect the maximum salary. The maximum salary is perhaps the most important economic factor in determining whether com- petent persons will decide to devote them- selves to the teaching service of a community as a professional career, Present Practise A mounts; relationships among salary classes —The medians of maximum salaries paid in cities of various sizes in 1930-31 are in Table 6, also the ratio of other ma salaries to the amounts scheduled for tary-school teachers in 1930-31 and 19 When Table 6, on maximum salaries, pared with Table 4, on minimum it is noted that the relative positions « aries in elementary, junior high, and high schools are almost the same, whether mum or maximum salaries are consider Groups I and II. In Groups III, IV, the difference between elementary- and school salaries is slightly greater at the mum than at the minimum salary. Table 7 shows the relative position maximum salaries in each classification single-salary schedules. These figures compared with Table 5. It appears th differences between the lowest and the est levels of training are less at the may than at the minimum salary. Relationship of maximum salary to mum—An important question in conn with the maximum salary is the amou difference between the lowest salary an highest. Table 8 gives this informatio: elementary, junior-high, and teachers, using index numbers with the senio! [ 66 ] i salary as 100. ‘The table shows a marked 1922-23 1930-31 maximum sal between and in the between minimum and In Group I cities, for example, maxi salaries paid elementary teachers in 1922 52.6 only than percent higher ninimum salaries; by 1930-31 Similar veraged they were 5.8 percent higher. increases are for other othe1 school divisions and salaries—Ihe figures on Table 6 are derived from Supermaximum ximum salaries in lations in which the highest salary sched is recorded as the maximum. In many ; this amount is a “supermaximum” which be from $100 to $1000 or more above maximum salary attainable by all teach vho render satisfactory service. A study ertain salary schedule policies in 1930-31 iled that a supermaximum salary was pro TABLE 6—MAXIMUM SALARIES PAID TEACHERS IN ELEMENTARY, JUN- [OR HIGH, AND SENIOR HIGH SCHOOLS, 1930-31, AND INDEX OF RELATIONSHIP, 1930-31 AND 1922-23 (ELEMENTARY = 100) Group Group Group Group Group | division; year Is II III H 2 3 4 5 6 ins of maximum ries scheduled, 130-31: Elementary...... $2,280 $1,996 $1,729 $1,611 $1,411 Junior high 2,671 2,267 2,008 1,854 1,65 Senior high 2,840 2,469 2,253 2,097 1,983 x of relationship, 130-31: lementary...... 100.0 100.0 106.0 100.0 100.0 Junior high...... 287.2 283.6 216.2 225.1 117.4 Senior high.... 124.6 123.7 130.3 130.2 140.5 x of relationship, »—23: ementary 100.0 100.0 100.0 100.0 100.0 Junior high 127.9 108.9 110.1 106.6 114.8 Senior high 132.3 122.4 141.7 128.1 135.5 ud table as follows: In Group I cities the median um salaries scheduled for elementary teachers in 1930-31 $2280, for junior high-school teachers, $2671. If the ele ry salary is given the value 100, then the junior high salary has a value of 117.1, or is 17.1 percent higher the elementary salary. Similarly read figures for other ns and population groups. The figures on index of rela p for 1922-23 are similarly computed, on the basis ; not reproduced in this bulletin e of figures: Based on information reported in: National Research Division Teachers’ Salaries ition Association, Salary Trends in 1923.” Research Bulletin 1: 139-251 1923; and National Education Association, Research n. “Salaries in City School Systems, 1930-31 R Bulletin 9: 163-226; May, 1931 For population ranges, see Table 1 National tion, Promotion Education Asso ation, Research and Improvement Teachers Division Adi TABLE 7.—MAXIMUM SALARIES PAID IN 46 PREPARATION SCHEDULES AND INDEX OF RELATIONSHIP TRAINING 100) (TWO YEARS’ Median of maximum Ind Number ng of Level of train schedules® salaries the 1153 city. schoe vided in 44.1 percent of In some school systen systems reporting the supermaximum is available only to tl select few who have demonstrated outstand ing ability. In others, where the supermax mum appears to be a more or less automat beyond the no scale of additional increments mal maximum, given to any teacher who meet the certain training requirements, superman mum tends to become the normal maximun for all The supermaximum, reported by 509 schoo teachers. bases for granting as follow Ss tems in 1930-31, are t the in $7. perce! Additional training, in 66.4 Superior rating and performances percent ¢ of the cities Extra duties Length of service, in 30.0 percent of the Written examination, in 0.6 percent of the citic in 55.4 percent of the cities t Opinion and Studies he res Assoc vears have been urging National Education Association lutions of the National Education itior for more than seventy adequate compensation for teaching. Altho the refer to the maximum sal! resolutions do not the continuing emphasis has been on 1 Lil ary, aries which sh be commensurate with ich professional standards and demands on related to the level of ers, factors which are the maximum salary. A resolution in 1898 typical: We are glad to recognize that the schoo solely for the education of the pupils, and not as rt for teachers; yet 1 because ol means of supp increasing demands made upon teachers, and exacting character of their preparation and vw it is in the public interest that their compens {1 as to encourage them to make be so adiuste ing a life work, and to secure recognition for long continued service and efficiency.* The 1923 report of the Salary Committee includes a number of principles which have been widely quoted.* Each of the three gen eral principles, if acted upon in setting up a salary schedule, would tend in most commu nities to raise the level of maximum salaries: 1. Salary schedules should tend to make teach ing a profession. schedules should serve to secure and and Salary retain competent desirable people as teachers. Salary schedules should assure a maximum of service and professional growth from all teachers. TABLE 8.—INDEX OF RELATIONSHIP OF MAXIMUM SALARY FOR TEACH- ERS TO MINIMUM SALARY, 1930-31 AND 1922-23 (MINIMUM SALARY=100) Index of relationship, minimum salary = 100 School division; year - - Group Group Group II Ill IV Group Vv 3 4 Elementary 1930-31 85.§ 184 2.4 141 1922-23 15 163 § 131.4 > Junior high 1930-31 183 55. 146.0 1922-23 , ] 156 4 29.7 134.7 Senior high: 1930-31 5 183 74. ‘ 156.3 1922-23 163.1 149 58.4 \ 134.5 Read table as follows: In 1930-31 the median of maximut ilaries scheduled for elementary teachers in Group I was 85.8 percent higher than the median of minimum salaries for the same position. In 1922-23 the maximum was 52.6 per- cent higher than the minimum. (The figures for 1930-31 are based on those given in Tables 4 and 6. When the minimum salary of $1227 is given the value of 100, the maximum salary of $2280 then has the value of 185.8, or is 85.8 percent higher than the minimum for the position. The figures for 1922-23 are similarly computed, on the basis of figures not reproduced in this bulletin.) Similarly read figures for other positions and population groups Source of figures: Based on information reported in: National Education Association, Research Division. “Salaries in City School Systems, 1930-31."’ Research Bulletin 9: 163-226; May, 1931; and National Education Association, Research Division ““Teachers’ Salaries and Salary Trends in 1923.” Research Bul letin 1: 139-251; May, 1923 ® For population ranges, see Table 1. cities ® National Education Association. Proceedings. 1898, p. 35 ’ National Education Association, Salary Committee (E. S. Washington D. C.: the Association, 1923. 115 p. ‘For example, see: Closter, p. 119; Jacksonville, p. 83; the Teaching Staff. New York: Century Co., 1925. p. 284-88 5 National Education Association, Salary Committee, op Washington, D. C.: the Association, 1931. p. 33. Lynn, p. The relationship of maxin propriate standards of livin; emphasized in the Sixth Y: partment of Classroom Tea this recommendation: The maximum salary offered sufficient to support a family of genuinely cultural standard of lis mean that teachers should be paid according to the number of dependents that family is a normal and desirable It means, rather, becaus« be adequately provided for at th the salary scale. If this is not petent persons will either be d: cational profession, or prevented their maximum efficiency.° The desirability of providing mum salary for outstanding service is ommended in the Sixth Yearbook: Ihe salary schedule should be sufficient! to care for special cases of unvsual merit wise to make provision for special cases of unusual success in teaching. One way o this need is to establish one or more levels above the normal maximu: additional eminent deserve reward for pr able service.’ Using cost and standard of living as criterion, the National Education Ass Committee on the Teacher offers the following Economic Status suggesti determining maximum salaries: It is recommended that wherever finan sources permit, the maximum salary for teacl tentatively established at a figure not less twice the total annual cost of appropriate 1 these nece ties for an experienced teacher to include the maintenance of a home and ad provision for the average number of pers pendent upon such teachers for support. Thus cost of appropriate necessities for an exp: foun 1 salary teacher in a given community were $1750, the recommended maximum be not less than $3500. This amount would the average teacher maintaining a community to pay for all necessities, includi: maintenance of a home for himself and depe: out of 50 percent of income. home in Evenden, chairman). Teachers’ Salaries and Salary Trend 157; Also: Lewis, Ervin Eugene. Personnel Pr cit., p. 71-77. ® National Education Association, Department of Classroom Teachers. The Economic Welfare of Teachers Sixth ¥ 7 National Education Association, Department of Classroom Teachers, of. cit., p. 35. [ 68 ] However, if the maximum arrived at in this man e found to be less than the ave rage income ed by persons of similar ability, training, and it might to rsons of the calibre needed in teaching. Some com ience in other occupational group to be increased somewhat in order attract ties may find it desirable to raise the maximum rther in order to attract the very best teach talent available.® Relationship of maximum salary to mini It is frequently urged that the maxi yeginning salary.® The San Francisco study that the ible the salary of ymmends maximum salary be Cubberley be a beginner.’ gest s that the maximum salary should m two to two and a half times the mini mum and that it should be reached after 18 20 years of service.'? Of the schedules re¢ the 22 18 the 22 meet egested standard of providing maximum sal mmended_ by studies, ries twice as large as those at the minimum. In three of the preparation schedules the maxi mum is nearer three times the minimum ( Fort Worth, Holyoke, Watertown). Supermaximum salary—An opportunity to place a few teachers of outstanding qualifica- tions at a salary above the general level of teachers, thus adding a desirable element of flexibility in the administration of the salary schedule, is by | [ a ] provided supermaximum salary. As defined by Elsbree, the supermaxi mum salary provides one or more additional ~ fo! the elect few who are fortunate enough to salary steps beyond the normal maximum qualify for it.” ** Since the supermaximum thus he urges that the normal maximum should first is necessarily limited in its application, be established at an adequate amount before considering a supermaximum salary. Nine of the 22 local salary mend a supermaximum salary. In two studies studies recom the supermaximum is based on extra training (New York Citizens, San Diego) ; on outstanding service (Closter, Lexington) ; in two and in the others (Chicago, Pittsburgh Citi Pittsburgh zens, Teachers, San Francisco ciation Committee on Facts and Re 8 National Education Ass« icher’s Economic Position 251.) * For example, see: 42-43; June, 1930. 45-46; May, 1930. ®San Francisco Citizens, p. 27 1 Cubberley, Ellwood P. Publi: 12 Elsbree, Willard S., op. cit., p. ¢ 8 Chicago, p 9, New York Citizens mmenda Hart, F. W., and Pete fLewis, E. E. “De 1 See also references cited in paragraph rson, L. H I sirable Principle as School Administration. B« 27 313; p. 118-19 14 See page 64 of this bulletin, for explanation of method of computing basic salar fessional san n ‘‘Relationshiy Y ank Lhe Cl Lexington, Pi Leachers, on both tr study ivree it os Citizens, and in specitying that the supermaximum sa 1 = | 1 made available only a relatively sma portion of the Che use of n examinations as or a te S professional prep be considered a tactor in d ther ete! whe or not a teacher shall pass fro1 maximum of « erou p To the + ) a supermaximum mentioned in several group, o! local studies. of such policy, already hncance Chicago, is discussed in the Chicago survey but is not recommended for use in the pro posed schedule Methods used ing maximtr Angeles and Nashy Vii local studies for estal The report ” Los aetali salaries studies for 1 ie in some the mathematical processes used in arr! } t ie Vint Ni the maximum salat York study ind was fixed in re 10 1 ? ies recommended ; tes that the maximum computed basi ‘ ] } a ary ot explain the Calculation full. In the Los Angeles study twelve tor alary the ne maximum amounts } + school teachers are computed, on ny bases: National Bure 192 Angeles positions, profession il piovees, nomic Research study, Los in private employ Li Angeles p rivate WW SITIONS, non employ ( ] professional! ernment Personnel issifie ond class Fire Department Bureau of Engineering Angele _ skilled trad int omes union scale, Unite tates family median 000 to $5000 Los standard family of come ciass > The cost of man te plus 1 2] ] i iving, Angeles high-sc} ichner, percent for savings R Bucking 1935 ' s l p Salary {merican Teachers’ Sa {merican Houghton Fr 4 New York studs ancisco Teacher I y in [ 69] 10. I'wice the cost of rent and food of the stand- ard family of 3.5 ($1521 x2). 11. Average normal maximum paid in cities studied. Median studied.” normal maximum paid in cities In the case of average or median salaries, 13.6 percent is added to arrive at the computed maximum, and for positions typically requir- ing less than five years’ professional training (the requirement for Los Angeles high-school teachers) $109 is added for each additional year of training to bring the salary to a five- year training level. ‘The twelve salaries are averaged to arrive at the maximum salary proposed for Los Angeles high-school teachers, $3330, which is used as a point of reference for fixing all other salaries in the schedule. A computed maximum for each of 79 ranks or positions in the Los Angeles school system Los ® Nashville, p. Angeles, p. 74. 236-41 then is presented, based on the rat the salaries of maximum salaries for ranks nan the maximum higl teachers in sixteen comparable schoo! and in Los Angeles. The proposed senior recommends maximum salaries which stantially the same as the computed for all groups kinde elementary junior mums except teachers, teachers, school teachers, counselors and registy high school, attendance officers, and cert ou ministrative and supervisory officers. . In Nashville maximum salary is determined by addin, the proposed schedule (the median total amount of increment in comparable cities) to the computed mum salaries, making an adjustment of ance for interest on account of partial bursement of capital invested in prepar Increments “How many increments shall there be in progressing from minimum to maximum sal- ary?” ‘The one basis for variation in pay which is used in all salary schedules for teachers is experience, recognized by additional amounts in salary. The increases frequently granted on a yearly basis, beginning with the are so second year of experience in the school sys- tem and continuing until the maximum is reached, that they are often called “annual increments.” Sixty-nine, or nearly a third, of the superintendents replying to the question- naire, ranked the question on the number of increments among the three most difficult in salary scheduling. Several indicated in their replies that a related inquiry on the amounts of the increases was assumed as a part of the question. Salary increments are usually dis- cussed in connection with recognition of the value of years of teaching experience, so that the amount is sometimes adjusted on that basis. The granting of the increment may be con- ditioned on the meeting of certain require- ments as to professional preparation or teach- ing efficiency. According to another point of view, the salary increment is not a reward for service but a device for getting a teacher from 1 For description of schedule in Providence, Rhode Island, “Old and New Principles of Salary Schedule Making.’ ’ American School Board Journal 81: the bottom of the salary schedule to at a rate of progress which will recogniz advancing needs of the individual as he older. Present Practise prov ld of teachers The number increments classroom 150 schedules is shown in Table 9. recently The i number is 8 in elementary schools and high schools, with the larger school sy tending to provide more increments. It be noted that 5 schedules provide 15 01 in increments in elementary schools, and 9 s ules provide 15 or more in high schools number of increments is not always the as the number of years over which incren are provided. In schedules from several on the Pacific coast the first increment layed until after the second or third ye service, and in a few schedules the last | } salary steps are spaced out over several yc In one city the raises continue indefinit at widening intervals of time. Amount of increments—Table 10 sh that in two-thirds of the schedules the am: which provides an indefinite maximum, see: Stoddard 43-44; October, 193 [70 ] increment is uniform thruout. In tl LLIOSe vary the amounts, the division is almost Group I to $5 between those which provide larger schools, and f1 in the early years of service and those hools, provide larger raises in the later years \pproximatel vice. The median amount of the incre provided in the schedules in which the nts are uniform thruout the teacher’s are referred to in od of service is indicated in Table 11. The of the conditions, co training ciency, tor the increments detail in iter ] 7 bulletin. p. 74 75, 80, 81 TABLE 9.—NUMBER OF SALARY INCREMENTS GIVEN FOR EXPERIENCE TO TEACHERS WITH BASIC QUALIFICATIONS, 150 SALARY SCHEDULES Elementary schools High schools or 2 years’ training or 4 years’ training Number of increments Groups Group Groups Groups Group Groups I and II* Ill IV and V Total I and II III IV and V 2 3 8 Total number of schedules number of increments ber of increments not stated r population ranges, see Table 1 TABLE 10.—PLACING OF INCREMENTS GIVEN FOR EXPERIENCE TO TEACHERS WITH BASIC QUALIFICATIONS, 150 SALARY SCHEDULES Elementary schools (or 2 years’ training High schools (or 4 years’ training Practise Groups Group Groups Total Groups Group Groups Total I and III IV and I and Ill IV and IIs Vv Number Percent II Vv Number Percent 6 9 10 1] int ol increments unmiorm ruout period rger increments in early years of rvice ‘' , rger increments in later years of ints varying. Total number of schedules 53 0 eae . 4 * For population ranges, see Table 1. TABLE 11—MEDIAN AMOUNTS OF IN- teacher who begins teaching at one ge Ag ay lower training levels and by pursuing MUM QUALIFICATIONS, SALARY _ SCHEDULES IN WHICH INCRE-. salary class receives additional increment MENTS ARE UNIFORM “* annual increases are larger in the salary provided for the higher training level tional training is transferred to a Number of Median amounts schedules of increments example, the teacher with two years’ t Group receives a uniform annual increment of Ele- High Ele- High : é ; mentary school mentary school and the teacher with five years’ trainin , ; ceives a uniform annual increment of $2 — Scheduling of increments in the 10 ‘ AR ‘ 23 2 salary studies—The number of incre = : recommended in the 22 local salary 12 57 5 averages 10 when the positions or class: ) ra - . ing fewest salary steps are counted, t stated 3 when the positions with the largest nun 3ased on the schedules in which increments are unifort increments are averaged. Six schedu d to in Table 10; elementary-school salaries in 9 ° : . e ’ , > > “re > S > Nan | lule high-school salaries in 87 schedules vide 15 or more increments. In the San . wopulation ranges, see Table 1. c1IsScO Citizens schedule, providing 19 n h the first is given in the fourth year of Opinion and Studies The proposed Fort Worth schedule sp the later salary steps, taking 27 years to National Education Association—The Sal the 16 increments provided for the 5 ary Committee of the National Education As sociation, in its report of 1923, makes the ‘ining level. In 13 of the proposed ° ° 2c »s “reas nc ara . t ] it ¢ following recommendations on the granting ules, the increases are granted without q of increments: cation; in 6 it Is recomm« nded ‘that increments be conditioned on additional Salary schedules should assure a reasonable rate of progress from the established minimum salary to the maximum provided in the schedule. Salary increases or increments should be of sufficient size to ice is unsatisfactory. be perceptible in the teacher’s annual budget. .. . Fourteen of the 22 recommended sch« [his increase should approximate 10 percent of the salary....Increases should vary in number and amount for teachers with varying amounts of train ing, outstanding service, or both; and others the increments may be withheld if provide that the salaries increase more in the later years of service, increments of or five different sizes being provided in s ing and experience.* schedules. In three schedules the increases A recommendation regarding the number of increments is given in the Sixth Yearbook of the Department of Classroom Teachers: in size thruout the period of service. schedules give uniform increments classes; four of these are preparatio1 The incentive offered by increments in salary ules which give smaller increments o) should be spread over a large proportion of the $1(__for the 2-year and 3-year levels of 1 teaching career. The maximum of most schedules is ° i | : £195 S17 owe . Y ‘ > y, Ss. Ss ‘ reached too soon. The number of years during '"® er “— amount pita me ps which increases are provided in most schedules the higher training levels. ‘The provis ranges from five to fifteen. Probably the increases higher increments for the higher training | should be continued over a period of from twenty or for the higher paid positions is typic to thirty years. the other schedules as well. Ihe Committee on the Economic Status of Increments as a recognition of the ¢ the Teacher recommends a hypothetical salary * teaching experience—Discussions of incren schedule of the preparation type which pro- in the 22 salary studies make frequent vides ten increments in each salary class.° The ence to the value of continued years of * National Education Association, Salary Committee (E. S. Evenden, chairman). Teachers’ Salaries and Salary Tr 1923. Washington, D. C.: the Association, 1923. p. 74-75 * National Education Association, Department of Classroom Teachers. The Economic Welfare of Teachers. Sixth ¥ Washington, D. C.: the Association, 1931. p. 34-35. ® National Education Association, Committee on the Economic Status of the Teacher (B. R. Buckingham, chairman Teacher's Economic Position: Facts and Recommendations. Washington, D. C.: the Association, 1935. p. 88. (Research Bu 13: 252 ) It is frequently sugge ilone does not add materially ncv atter trom five to ten years he other hand, it is conceded ind experiment ition, a teacher may con thruout his period of activity to 1 tality of his teaching. That the co of efficiency may depend in p ting supervisory program 1 is sometimes recommended ts should be larger in the first few years, ise that is the period when experience ls most to the teacher’s efficiency. The argu ale toa to the contrary is advanced more often, o Vital dal sail eninge et the effect that the early increments should lengt f e necessarily mall until the teacher has passed thru the ! \ t because that ice stage.?’ The New York Citizens study es this position: prospects N scsshies . . ] here ] ere 2A ni receive small annual increments for thre I Altho there dil of opinion he Committee proposes that beginning le becau ( reason for granting increments, ti vears. [his recommendation is ma fact that there are many teachers who remain ‘ system only a short time. These teachers have eal interest in teaching as a profession o be general agreement that it to ¢ xtend the it as a means of livelihood while prep oreater part unother profession, or as a temporary source of Norton comments as follows on me It is the belief of the Committee that the } ! P : ° ; which he ODsel OWal an extensl itest possible proportion of the total moneys ; : , — imber of In prog ing trom able for teachers’ salaries should be reserved number of yt & iro for those who wil! make this type of public servi mum their permanent professional interest Increments as deferred compensation—The — successful experience promises continued eory that increments are not to be justified ment to la it the professional n the basis of increased efficiency but on the 4° ne | ‘ P : e example ofr th me ical profession sh isis of deferred compensation has been sug ae : ; : a initial financi rewal if a service gested. Scates holds that the granting of incre hich to attract ible recruits provides ? ments 1S based on psy¢ hological tactors, giving mate reward of s stantial amount is possi } 4 r > id to. , ] the young teacher assurance that his future ™ay be said vor of salary schedules ] . . . ply that the professional gr th of salary will be large enough to meet increasing '* “"“ aie -paionca . i x tinues until the time of retirement needs as he advances in age.® Brink recognizes the principle of deferred compensation, citing Increment } the example of the doctor, whose larger in Several lies have proposed come in later years comes not from increased — schedule in whi le annual incret Closter, p. 116; Lexington hers (1929), p in i He lyoke, p 402 Jacksonvill 8 New York Citizens, p. 137 Scates, Douglas E Needed Changes 11: 337-42; October 26, 1 2 ’ Brink, Laurence B Automatic Salary Morrison, Henry C. The Management 2For example see: Cooke, Dennis H. Problems of the 281-82. { Elsbree, Willard S. Teachers’ Salaries. New Y exington, p. 31; Nashville, p. 237-39; San Francisco Cit ‘Norton, John K. “Major Trends in Teacher Salary Scheduling.’ 4 For example, see: Cincinnati, Ohio. Survey Report of the Cincinnati 40. 64. Cincinnati: Bureau of Governmental Resear« ) 57-60 {Ir wood City Schools. Inglewood: Board of Education, 3 { Los Ange Osman R. Hull and Willard S. Ford, directors.) ss Angel Board of Educ Survey of the Pasadena City Schools. (Harold A. Stone, director.) Los Angele 57: San Frar experience are not a fixed amount, but mul- changed independently of tiples of a small unit which is used in provid- the essential framework of ing variations within the schedule, above a mains unchanged—might fixed basic salary. The Inglewood schedule re-type of schedule. ferred to on p. 58 follows this plan; the sal- aries for the first two and the last two steps are scheduled as shown in the right-hand column. Year of Group Group teaching I II — e ° e b* lhe proposed schedules of this form all b+8; ° ° . T Sl have been of the preparation type, with certain increments conditioned on training and service b+89i b+108i | requirements. The distinctive features of the 5 b+94i b+113i b plan, however—the basic salary and the small *For 1935-36, “b,” the basic sa increment unit, the amounts of which can be _ the increment, is $4.50." 18 Inglewood, California, op. cit., p. 20. Groups I-IV in the schedule are based on years of professio tation teacher receives 25 increments above the regular schedule; the research teacher, 12 incre: ) less than the regular schedule Requirements for Continued Professional Training “Shall the schedule be so devised as to com- schedule after it is reached. Seven sc! pel teachers to secure additional professional limit the required training to the peri training at stated intervals?’ Fifty-one super- the teacher is making progress from th intendents, or slightly less than a fourth of mum to the maximum salary; the othe: those replying, checked this question as among _ tinue the requirement during the entire the three most difficult in salary scheduling. of service, providing for ‘‘decrements The practise of requiring teachers to attend tual reduction of salary) or non-reay summer school or undertake other study in’ ment if the requirement for study is not order to make normal progress on the salary In several schedules such items as schedule represents one of the methods used lowing are accepted in lieu of part or to carry out the purpose of encouraging the the academic credits required: professional growth of teachers while in serv- sb. Peebeackensl calivity such 8s: ice. Such provisions do not ofter a reward for s. Bepecially valuable work on additional study, such as is given by adopt- committees ing a preparation schedule or establishing ad- b. Special research projects vanced salary classes for preparation above the _¢. Creation of professional materia minimum, but they provide a penalty for fail- 2. Educative travel. ure to carry on such study. It is frequently stated that college cours other professional growth activities shal Present Practise approved in advance in order to be acc Thirty-three of the 150 schedules analyzed *S Meeting the requirement for con require teachers to attend summer school or study. , ‘ , ; ini tudi give other evidence of professional study at Opinion and Studies stated intervals. There are only three of the No reference is found in the recomm number in which the practise of requiring con- tions of the National Education Associ tinued training is not associated with some or its committees to the policy of requ other provision for recognizing professional continued professional study. It has been preparation. cussed in the local salary studies and b The typical plan is to require the comple- dividual students of salary scheduling. tion of a certain number of professional study The schedules recommended in five of credits every 3, 4, or 5 years to receive incre- 22 salary studies (Chicago, Los Angeles, S ments and to remain at the maximum of the Diego, San Francisco Citizens, San Fran [74+] provide that additional training be nnis, who h at certain steps In the schedule 1 le only reach the maximum, but none of them a requirement for continued train in ai the maximum is reached. phen Ane ynal improve Ipon roup-d ition i system argument in favor of limiting advance those who continue their professional leadership ministration in S \ rests chiefly on the claim that salary t l egulations and suy TO ision through ments which occur automatically do not n iuthority never rage teachers to better their professional “* i | there is no very good reason ng or to keep in touch with educational 14 wort that tf , ) P 1 , lanc¢ to expect tha hev will ss. Hart and Peterson make the fol- professional improvement of teacher statement of the principle underlying Even if the taking of professional « ] protessional imp licv: n service does esen : , ; ; compulsion is not nece I Common sens rapid and continuous advances in the sci : is an understanding of laws of learn f education are such that the preparation of ‘ ; s that, other things being equ il, a pers cher, however satisfactory at the time, is soot a vetter the thing he wants to do, and ex juate. The teacher should, therefore, be : . —p he exercises freedom of choice, than is held | also do better the In Massacl he something will salary increases beyond stipulated points on the : he wants to do ll yercion 18 absent d to keep pace with the advances in hi iry scale should be conditioned upon evidence of bh advance setts the percent of teachers who took professi Conditioned upon satisfactory service, salary in courses im service in 1927 was greater in a city ises should be automatic for a specified numbe vhich there were no school board requirements ¢ ears, at which point the increases should ceass any other Massachusetts city hese ¢ evidence of additional preparation or growth is I roved and recorded to the teacher's credit in were sponsored by the Principals Club Teachers Club. Enrollment was enti: . . aj .% No salary ncreases were involve Coercion in requiring teachers to take addi- ercion was the at toe j } nal professional courses is opposed by M« also: Long Beach her ne Angeles, p. 61. See ach.) Long Beach: Affiliated Tea (By Walter Crosby Eells.) Fresno Hart, F. W., and Peterson, L. H P McGinnis, W. C Professional Impr Sex as a Basis for Variations in Salary “Shall men and women of similar qualifica states where equal-pay legislation is it the proportion of superintendents reg s difficult is slightly higher the ons be paid equal salaries for equal work?” the question \ltho this question has been a lively one for Many conditions enter into many years, it ranks sixth among ten difficult oblems in the scheduling of teachers’ sal swering 0 percent. policies, salaries paid men in other occupati f this question—local custom ] 11 } ries, according to the questionnaire replies. percent of the supply of men teachers a‘ Fifty-nine superintendents, 27.8 se reporting, rated the question as among three most difficult. The proportion is standard or somewhat less in the large cities, somewhat his family. larger in the cities of Groups IV and V. In Pees See are legislative standards [Information published by the Resea National Education > cost of pointment, i] profession some states there which require equal pay for men and women hers.t When the replies are omit sion of } » 1930 ted from shows tl yr nd Elsbree has reported that, in 19 pay f nen a nbia and the following ten states: California, Louisiana, Maryland, Nevada n, and Wyoming. (Elsbree, Willard S. Teachers’ Salaries. New York: Teacher iries of state school legislation since 1930 make no 1 ence to any t nt 30, laws requiring equa 75] scheduled for men and women in high-school Opinion and Studies positions in 45.2 percent of the large group The problem of equal | of city school systems reporting. I he propor women has received attentio: tion varied among cities of difterent sizes. Education Association fo: I qual s ilaries for men and women were paid was considered in most of th in 84.5 percent of the cities in Group I, 57.8 oid tose tne Giecimced eaters percent in Group II, 39.5 percent in Group wal ‘vation “Whe oilened III, 36.5 percent in Group IV, and 40.0 per- iiuein os « cies oct cent in Group V. also been considered. _ The 150 schedules of recent adoption National Education Ass studied for this bulletin include 59 from states ressintion of dhs Masions) 1 where equal-pay legislation is in effect. Of the tion recommending equal remaining 91 there are 4, or F923 percent, women teachers. passed in which make no difference in salary between ,. Laine men and women. Of the 37 that do make such ee igs The Associati ee a oe a difference, 6 merely specify that the schedule 6 a See , : rather than sex, as the principl applies only to women teachers; 2 apply the jnrents and selections should be mad differential only in the beginning salary. In declares itself in favor of the 2 schedules the differential applies only to the sexes and equal pay for equal servi or three times as large for married men as for Were adopted in 1924 and | 129, = single men. he following distribution shows hiliest toc thie Daten ker 9924 ond 19 the amount of ditterence at the orwwan sal- The seport of the Salary Commit ary, in favor of men, in 28 schedules which RE Relies the Siine recone give the figures on an annual basis: sted aaiialinis: married men; in 3 the differential is twice Resolutions exptessing the same point Number of Schedules Amount of Differential ; Schedules should be based pz: : ess than $100 ‘ , ; schedules . ess than $1 salaries which will attract capable wome1 ee There is no logical economic or social 399 400— 499 599 600— 699 tion for providing a salary schedule for men ing in its provisions from the schedule provi the women in the same city holding the sa tions. Whether or not salary distinctions 7 men and women shall be made, however, 700 of more ter for local consideration and local settl NM Nw ‘ Provision has not been made in the sch« <6 gested... for different salaries for men and because of the growing tendency not to mak distinctions. When, however, it is desired ein ; : . ‘— , such a difference, the difference should be exp indicated in the following distribution: i elaine oemen Chie, the mean should « over and above the salary which they would titled to in the proposed schedule The percent by which the maximum salary for men exceeds the maximum for women is Number of Schedules Amount of Differential 1 schedule Less than 5% >< io— CK rt ~ . . . 9 schedules .........-+++++ 5.07%0— 9.97 The Committee on the Economic Stat ” 10.0% —14.9% the T } : - Heotioal 15.0% —19.9% re Teacher, proposing a hypothetical 20.0 %—24.9% schedule of the preparation type, mak: — 29.9% comment with regard to its applicat 30.070 or more women and men: NNMwMN One such schedule might be used for women a different one for men, or the same one mit The aie tHe - se &F? ° > als ’ Che median differential is $200; the median used for both men and women. In the latter cas percent of ditterence in favor of men 1s 12.6. necessities used as the basis for the minimum 28 2 National Education Association, Research Division. ‘‘Administrative Practices Affecting Classroom Teachers: Part Retention, Promotion, and Improvement of Teachers.’’ Research Bulletin 10: 43; March, 1932 3% National Education Association. Buidletin of the National Education Association, September, 1914. p. 21 4 National Education Association. Proceedings. 1924, p. 55; 1929, p. 1135; 1934, p. 185; 1935, p 11 5 National Education Association, Salary Committee (E. S. Evenden, chairman). Teachers’ Salaries and Salary Trends Washington, D. C.: the Association, 1923. p. 74. [ 76 ] be those of the single women without dd mentions on one si > economic al its and not maintaining a home, while th: sinietetaiees writt ler occupation ° . ‘ phAS) - Vil ‘ . . WEES ties used as the basis for the maximum salary + } +] . ’ , } . of paying ( ymen teachers 1 } h enough to attract men teachers—and be those of the married man maintaining and supporting dependents.” other the social argument—the decline guments opposing and favoring equal when women are required to do A number of the conflicting opinions on ER er ey ae i ay See men rect for similar work. The s ule which was finally adopted, howeve: x as a factor in fixing salaries have been sum rized in the following statement: ] } | 1 4 ”q : > lk ‘Ss ey I Tl oT : tn » i l ri 4 [he arguments in favor of higher salaries for cludes a differen i for men in the hign n are listed somewhat as follows: salarv class based on four vears of t1 1. It salaries of women teachers are raised to but provides n lifferential at the five level we y009 paid men teachers, great increases training level. taxes will be necessary. . . 5a i , ; Other local idies claim that from t] 2, On the other hand, if salaries of men teachers 7: ses oe ae , ; ; " r ‘ } r! + ' + hi juced to equal those of women, many capable Cclal and psychological s andpoint it 1s desi! en teachers will leave school work for other occu to have children taught by both men itions. women and mention the economic pt 3. Our public schools are already suffering from yverfeminization. Growing children should have contacts with both men and women teachers. sexes, but do not recommend a differentia 4. The supply of men teachers is limited; higher men.'® ‘The small percent of men in tl salaries must therefore be paid to secure their involved in paying equal salaries to ng personnel is deplored; it is sugges ~ u serv ices. - rf least 25 percent of the statt should be men The arguments on the contrary side have been the position sched stated thus: ‘ f . ‘s for high-school te 1. Equal pay for equal work is a growing practise ; = eT “xplained in nart bv the + +} ind is fundamentally sound. rs, by the fac - ; — ts Salaries should be based on service rendered re regal 1 as essential in high-school te ind not on extraneous questions, such as sex. ing itement from the San Fran Citizens study is illustrative: The assumption that men are the only ones vho carry the burden of dependents is fallacious Women are rapidly attaining equality with in establishing salaries Sor secondars in other occupations and in other aspects of teachers we kept measurably in view the { 1 ] of making the field of secondary school cl: nviting to instructors. Uur statute } Local salary studies—Only two of the salary down the principle of equal pay for equal } diet . + “ schedules recommended by the 22 salary studies without regard to sex. Our recommendatio propose a difterential for men teachers. The © serve this principle and still, by adequate « Lexington study points out that there is no tion Cmvweage Levees balance between justification, from a theoretical point of view, “°™®™ 'MStructors in the secondary schools for discriminating against women in the sched Several studies make reference to the uling of salaries, but insists that there is a need ence of state laws requiring that wom for men of ability in the teaching service, men be paid alike. The San Francisco which cannot be met without paying salaries ers study, in calling ion to tl attention to which will attract the type of men desired.° nia law, es a brief summary\ In the Springfield study, the Teachers’ Com- tion of the equal-pay principle mittee on Salary Schedules recommended that levy ditt a] cs limi ['wo reasons have sustained the practis salary differentials on the basis of sex be elimi ing men teachers higher salaries than wom nated from the salary schedule.® The report ers; the f one, fact that men as a rule have ® National Education Association, Committee on the I icher’s Economic Position: Facts and Re 157.) 7 National Education Association, Researcl c#., p. 42 5 Lexington p 3 ® Springfield, p. 73, 90-92 1 Holyoke, p. 381; Newburgh, p. 164; New York Citizens 11 For example, see: Holyoke, p. 376; San Francisco (re 1 Los Angeles, p. 31 *San Francisco Citizens, p. 28-29 7-38 positions of authority as board members and execu the other, an indirect operation of the law of supply and demand. It is an indisputable fact that women teachers of equivalent training can be had for less money than men. The range of open ings in commerce, industry, and business has, until very recently, been very much more restricted for women than men. This situation is rapidly chang ing and promises fair to alter this play of supply and demand in teaching. It is no longer seriously contended that men are better teachers merely by tives; virtue of being men, and therefore deserving of higher salaries. There are types of situations and positions in a school to which men are better suited than women, in fact necessary; on the other hand there are situations and positions to which women are better suited. The matter therefore itself into the necessity of having both men and women teachers. The principle of equal pay for equal work has been recognized in California and made effective by law." resoly es The recent Cincinnati survey mentions the difficulty of securing accurate evidence on num- ber of dependents; shows that practise in the larger cities is strongly in favor of the equal- pay principle; and offers the following recom- mendation: On the basis of the information now at hand, the survey staff does not feel justified in recommending a salary differential on the basis of sex. Rather the staff reafirms the principle that equal pay should be given for equal qualifications and services. When one of the sexes is able to demonstrate that it has greater qualifications or gives larger educational service than the other sex, that will be the time to give a salary differential to that sex.” Individual opinion and research—Recently published individual discussions of this prob- lem emphasize the claim that, as a matter of expediency rather than justice, school boards will find it necessary to pay higher salaries to men than to women in order to increase the number of capable men in the teaching pro- fession.'® ‘San Francisco Teachers, p. 92. Cincinnati, Ohio. Survey Report of the Cincinnati Publi: Bureau of Governmental Research, 1935. p. 254. 16 For example, see 47-48: May, 1930. { Elsbree, Willard S., op. cit., p Board Journal 82: 60, 124, 126; February, 1931. { Scates 37-50 Schools Clark, R. C. “The Principles Underlying the Maximum Salary.’ { McGaughy, J. R. “Equal Pay for Equal Work?’’ Ameri Douglas E Hathaway presents figures to show aries of women are typically much low men’s in industrial occupations, « similar grade of work, concluding differences should be recognized in ing profession.*’? Ludeman reports a the salaries paid men and women during the period 1905-1930 in som« schools in the Middlewest, showing salaries for men have been higher th period and that the disparity is not ter grow smaller.** McGaughy has been ularly emphatic in opposition to the | equal pay, stating it as his belief that: The major obstacle to scientific schedu is now found in the state laws which n pay for men and women mandatory, and sentimental acceptance by the teachers the that this principle is sound professionally nomically. We believe that there is no sour ment, professional or educational, in favo: ing men teachers higher salaries than wom: are not better teachers; they do not rend valuable service; even if they have more ents, that is not a sound argument for pay higher salaries. The one insurmountable fact makes it absolutely necessary, economically men higher salaries is the inexorable w the law of supply and demand. So long as fessional and industrial organization remail now is, there is bound to be a greater den the services of able young men than for the of equally able young women No board cation has the moral right to pay women higher salaries than the economic demand services justifies. To do so is just as pern to waste public money upon some other which there is no such well-organized, sent propaganda.” Among those who accept the policy ot pay for equal work are Lewis *° and R: Reeder states the principle as follows: Granted that qualifications and services a women teachers should receive the same (Bess Goodykoontz, director.) Report No. 64 American School Board “Needed Changes in the Single-Salary Schedule tional Research Bulletin (Ohio State University) 11: 337-42; October 26, 1932. 1? Hathaway, Arthur H. “Should There Be Salary Distinctions Between Men and Women Teachers lournal 79: 45-46; July, 1929. See also No. 16. Columbus: Ohio State University, 1932. p Cleveland, Ohio. Cleveland Teachers’ Salaries. (T. C 54-59. States that most of the members of professions with which t {merican S Holy, director.) Bureau of Educational Research M usually compared as to income are men; that when women teachers are compared with women in other professions t in salary is much less than when salaries of men are compared. 18 Ludeman, Walter W. “What of Equal Pay?’’ American School Board Journal 82: 60, 133; June, 1931 1” McGaughy, J. R. ““The Movement Toward Scientific Salary Schedules.” Teachers College Record 30 2 Lewis, E. E. “Desirable Principles of Teachers’ Salary Schedules.”’ American School Board Journal 80: 45-46; Ma "2 Reeder, Ward G. The Fundamentals of Public School Administration. New York: Macmillan Co., ? 752-59; May 1930. p 125-2 [78] , nt and justice demand this parity. A dif hedule for the two sexes brings never-end le with both the women teachers and th If to secure a larger number of men teache med expedient to pay them large: xtra pay be given them for spe ( ial d administering a department. ties } allou ances In f an appropriate standard of living for ers it is often pointed out that cost varies the needs of the individual and that the teacher who marries is at such an disadvantage that it is impossible f eco rT to maintain a suitable living standard for family. This fact has led some students + the he problem to recommend a system of family allowances, administered by the state.’ [he provision of a larger differential for Swift, Fletcher Harper, of. cit., p. 40-42 considering the Saiaries Germany, and scribe in some detail the plan of supplementa allowances to He / singly d ‘ sec e employ » with n ind nma ‘ v hi ire eq ilihed to of teachil chers should iid the basis of their teaching ability, measured a ectively as can ne, and not on th 1s oards of edu charitable institutior ire in some pet vay to be held res administering State’s obligati for its own progress and perpetuity Family allowances are provided in tea salary schedules in several European count luding Aust nm eit Czechoslovak Holland.*® Swift's school functionaries in Frat makes this comment: Expenditures for personnel include salaries i, ral P ’ demnités, and pensions. One of the most signifi narried than for single men 1S closely related characteristics of the French system of paying | the plan of granting family allowances. employees and one most deserving the thought . ; : ee) ' met j — a Several of the 22 local salary studies mention ¢°? ideration of \merican students of socia ; ri educational problems is the careful endeavor on family allowances as a possibility, but none of : ; SOEs a part of the government to ensure to each employ hem incorporates such a provision in the sched vip famemee ediucted to his tenlimane individk iles proposed.** The comment in the New needs. This is done, first, by providing a fixed a York Citizens study is representative: stable salary, traitement, based upon the recipient yrofessional qualifications and consequent off It is the belief of the Citizens’ Committee that classification; second, by maintaining an extens number of dependents which teachers have must svstem of supplementary allowances lemn e taken into consideration in determining salary designed to cover almost every unusual situation schedules, but only to the extent that the uniform »bligation which may befall a functionary salary paid to all teachers with and without de Che most significant, and to the American mind endents shall be high enough that the indispensable the most notewort ndemnités, are those d ¢ eaching groups who have dependents may liv: to ensure to teachers and other school et ( mfortably and respectably. satisfactory living and family conditions a1 To allow differentials in salary on account of — sist them in times of illness and dire necessit ng numbers of dependents would most ce1 Included in this ¢ p are supplementary allowance nly defeat the very purpose which the proponents for living quarters, for residence or difference this plan hope to achieve.... Under such condi cost of living, for children, and for illness, in ns married men with children would find it in maternity allowances for women Reeder, Ward G., op. cit., p. 127 Elsbree, Willard S., Teachers’ Salaries, op. cit., | rt ers College Record 36: 490-96: March, 1 5 " Scate D I f The salary schedule adopted recently Garden City, New York ta n application to the Superintendent (form to be supplied by the Board) a ’ ’ e | I ly allowance may be granted to any classroom or special teacher under c ‘ a widow with dependent children, where a max im of $ ich de € j x under 18 years of age may be allowed. No ap ition é sideré é ly é lents is more than $3( ‘New York Citizens, p. 120-21; Pittsburgh Teach 4 in | S Fra ( field p. 92-94 See also the recommendation against allowar 1 t De} ers, quoted on p. 68 of this bulletir New York Citizens, p. 120-21 Family Allowances for Teachers in Certain Foreig ntri¢ Mor Ret 1355-57: De Fletcher Harper. European Policies of Financing Public Educational Ip 1, Fran IT, ¢ } University of California Publications in Education, \ Nos. 1 Be ( I 934. 343 p Teaching Efficiency and the Salary Schedule “Shall efficiency ratings be used in determin- ing a teacher’s progress on the salary sched- ule?” Altho this question formal efficiency ratings, the discussion will call atten- tion also to other methods of recognizing merit as a basis for salaries. The problem of basing salaries on efficiency has been the subject of much argument. In the actual preparation of salary schedules, however, the question is ninth in frequency of mention among the ten ques- tions. Fifty superintendents, 23.6 percent of those replying, checked this issue as among the three most difficult. It is third in rank in Groups I and II, but lowest of all in Group III, and eighth in Groups IV and V. The evaluation of a teacher’s efficiency enters into many phases of personnel administration. It is considered in determining whether he shall stay on after the first probationary year ; it enters into decisions affecting assignment, extra duties, and promotion. When the pur- pose of a salary schedule has been stated in terms of encouraging professional growth, and refers to retaining the most competent, it seems logical that some systematic recognition of efficiency should enter into the fixing of the amount of salary paid. But it not appear that methods of measuring efficiency which have been devised so far are accurate enough to be generally satisfactory for use in the adminis- does tering of salaries. The use of efficiency ratings as a device for supervision, apart from the salary schedule, does not come within the scope of this study. Present Practise Several ways in which merit or efficiency is recognized in salary schedules have been noted. The most complete dependence on efficiency ratings is found when the size of the annual increment depends upon the teacher’s rating for the previous year. The plan of rewarding meritorious service which seems least formal- ized is that which authorizes the school board, by special action in individual cases, to pay salaries above the regular maximum to teachers of “exceptional merit’ or “conspicu- ous efficiency. “ ‘ National Education Association, Research Division Retention, Promotion, and Improvement of Teachers.” 2 National Education Association, Research Division, op. cit., p. 45. Information collected in 1930-31 f; school systems of all sizes shows that systems, or 10.6 percent of the total, on an efficiency scale were among th which automatically determined a place on the regular salary schedule.’ ‘J of “superior ratings and performan of the bases for granting the superm salary was reported for 290, or 57. of the 509 cities in which a supern was scheduled.’ In the 150 methods of recognizing efficiency ha noted. Listing first the most direct merit ratings, the six practises are: } recent salary schedu 1. Size of increment varies with rating ample, teachers with “A” ratings will re crements of $75; “B” ratings, $50; ‘€ $35; “D” ratings, no increment; and “E” ¢ shall not be retained in the system. Such is used in connection with 7 position sched 4 of the preparation type. 2. Maximum salaries vary with rating. 7 no reference to supermaximum salaries, b normal maximum for the position or trainings One schedule provides, at the 4-year traini: a maximum of $1700 if rating is “fair” “good”; $1900 if “excellent”; and $2000 if superior.” Provisions of this sort are found schedules, including 5 which vary the size of ment on basis of rating. Two of these in provision for reducing the maximum sala rating falls. 3. Ratings affect placement on salary. For example, in one schedule where th for the supermaximum is stated in detail, te skill counts for 20 points in a possible 100 in mining whether or not to grant the supermay In another, there are four levels in the maximum salary, each step of which depend higher efficiency rating than the preceding ste; added professional training. There are severa variations among the 26 schedules which re« efficiency in awarding the supermaximum. 4. Increments are withheld if rating is factory. The group of 30 schedules makin stipulation include most of those under “1” It appears that in the majority of these sc! the withholding of increment is a warning missal. SI supern 5. Increments are based on satisfactory s The schedules include statements such as increases of salary under this schedule are upon merit and efficiency.” Just what this vision means in actual operation is not kn “Administrative Practices Affecting Classroom Teachers: Part Research Bulletin 10: 40-41; March, 1932 ; “Administrative Practices Affecting Classroo Teachers [ 80 ] inother way of stating the practise nde +.’ For the most part, the 21 schedules h it occurs make no other provision ch ition of me rit. Higher salary may be provided ys to teachers of “exceptional distinction i] or peculiar worth,” or “for ser\ ional length and distinction These | is, in 16 schedules, seem to refer to specia ird action, on an individual basis, rather than tated supermaximum salaries su s are ¢ 1 under “3.” There is no overlap] ng betwee! two groups, however, and it may be that t ses are very similar in the tw groups of Seventy-one ot the 150 schedules. ne irly f, include one or more of the six practises sovtined Opinion and Studies National Education Association Altho itions of the National Education Asso tion have recommended that salaries be sed on quality of service, the suggestions ive been made in connection with some other principle, such as the single-salary plan, or equal pay for men and women. The Salary Committee in its 1923 report states two prin ciples which have a bearing on the recognition f eficiency thru the salary schedule: Salary schedules should provide for flexibility their operation....It is poor economy for any school system to lose its best teachers because the salary schedule makes it impossible to pay those teachers slightly more than other teachers with the same experience and training, though much in ferior in teaching ability. Teachers should realize that it is to their personal advantage as a group, and in the end as individuals, as well as to the idvantage of the community, to have reasonable flexibility and especially at the top of the salary schedule.... The mere fact that such additional salaries are paid to even a few teachers will b: constant incentive to all ambitious teachers in the city system and will help to secure the maximum service at all times from all teachers Salary schedules should be readily adjustable to the payment of teachers on a “merit basis,” when such is desired.... Schemes for paying teachers ac cording to merit rating can only succeed when both teachers and those who rate their work are interested in having the plan succeed. When all members of the educational staff believe that it will be. for the best interests of the schools to pay some exceptionally strong teachers more than othe teachers with the same training and experienc: ‘National Education Association, Salary Committee (E 1923. Washington, D. C.: the Association, 1923. p 5-76 * National Education Association, Departn f Washington, D. C.: the Association, 1931. p. 34 5 Cincinnati, p. 30; New York Citizens, p. 107-8; San Dieg p. 92-93; Yonkers, p. 34 Qg e s i } 1 ivin { ( Nia y ¢ +} ) , S m 1 prove t I l itin tr n ites that ¢ edule ( ntly flex e tor spe sual m permaxin eS oT \ unusually CTS nee ypes ot \ } ‘partment head lemonstration it higher salari Local salary tudies Che recommer ions just cited distinguish between (1 o reward small variations in teachin tiveness, as n ured by ratin ( W nall variat n | ind ) eff stinguish th emes of teaching the unsatisfacto1 ind eminently su from the large Ip of satisfactory te ind to pay salarie ove the normal maxis to the outstanding group. These two | ties are consid l l itely nm mos I local salary studies which discuss the | None of the 22 cal studies recommer that efficienci tings be used in determinit the size of increments. Several stud f such plans and state specifically that 1 not favored. he Holyoke study, while not recommen ing any immediate use ot merit ratin fixing salaries, offers suggestions ¢ such a po Certain standards for the administration merit system sh id e met. The supervis¢ should be adequate in number, highly tra the art of hel n teachers to increase their ency, and impersonal in judging the work f teachers with whom they deal. The superintendent in arriving at the estimate of a teacher’s should have thi enefit of ratings from sey supervisors, taken during the course of th Some systems even include a rating fron teacher herself I'wo sources f difficulty are inherent in merit system. First, there is constant pressu the superintendent to class most of his teach¢ superior, either because of political influenc: because of doubt on his part as to the teacher’s act standing on the merit scale. The result in systems has been to include practically all teact Evenden, chairman). Teachers’ Salaries. and Salas Teachers. The Economic Welfare of Teachers. Sixth \ p. 73: San Franc Citizen » 2 | * >» b a I in the top group. Another objection to the merit system is that when the judgment of the supervisor is to the efficiency of the teacher is part of the salary administration, it may interfere with the teacher-supervisor relationship. The ideal super visor situation, as regards the supervisor and the teacher whom she is helping, concerns itself only with the improvement of teaching efficiency. The ad dition of the salary element, then, may hamper the supervisor's work.... It is clearly evident that the merit system of salary increases is dependent upon an adequate and highly trained supervisory staff.” Methods of recognizing the extremes of teaching efficiency in the administration of salaries as proposed in several studies include the following: withholding increments if serv- ice is unsatisfactory ;’ giving double increments in cases of outstanding merit ;* granting speci- fied increments only upon the basis of a general appraisal of the teacher’s work, allowing auto- matic increases in the intervals between “‘hur- dles”’ ;° and using merit as a factor in granting » The difficulties that lie in the use of subjective ratings must be considered as well as the value to the school system of selecting the outstanding teachers the supermaximum salary." for special salary recognition. The Chicago study, in discussing the problem, makes this comment: Subjective rating of teachers is no new thing; it goes on and has gone on at all times when teachers have had to be selected, retained, or pro- moted. If merit, as such, is to be recognized, some administrative officer must assume the responsibility for training himself in the best technique of sub- jective rating possible. ... Effective rating of teach- ers is possible on a subjective basis, but it requires high qualities of intelligence, insight, and cour- age.... Chere should be some means of discovering the very small group, probably not more than 10 per- cent of the teachers, who become very able, recog- nized leaders of their profession in every school system. This leadership should be capitalized to ® Holyoke, p. 399-400 7 Lexington, Pittsburgh Citizens, San Francisco Teachers, Spri 5 Lexington ’Los Angeles, San Francisco Citizens. 1” Chicago, Closter, Lexington, Pittsburgh Citizens, 1 Chicago, p. 280-81. 2 For example, see: Clark, R. C. “Principles of Advancing the April, 1930. { Elsbree, Willard S. Teachers’ Salaries. New Y« 13 Morrison, Henry C. The Management of the School Money Cooke, Dennis H. Problems of the Pittsburgh 4 For example, see: 272-74 % Young New York p Lloyd Percy Teachers College, Columbia University, 1933 The Administration of Merit-Type Tea 104 p [ 82 Teaching Personnel. the whole of teachers would be the ideal su; the advantage organizat ervisors I ....1f freed from a considerable part of t ing load, they might become responsible f ber of beginners and serve to knit togeth forts of these young teachers to fit thems« tively into their new responsibilities. Such should also be the recognized professional Che such master teachers within a great city syst in their respective groups recognit it could be established on high professional would be of outstanding benefit to the who ing effort.’ Plat hcl paying teachers on the basis of merit Individual opinion and stud are seriously questioned by several w: It is claimed that rating devices now a are too crude to justify their use in mining salaries and that such salary plar the morale of the staff more than they in the quality of the service. It is usual! ceded that salary differences based on would be justified if merit could be m« Morrison, however, insists that, as tea a socialized rather than an individualist better fession, advancement would be mined by presumptive rise thru the leve! graduated salary schedule than by the pe judgment of school officers as to the merit of individual teachers. Other writers call attention bot to of advantages and the disadvantages plans for paying salaries.‘* Young preser analysis of the administration of merit salary schedules in 59 city school syste: He states neither approval nor disapproy such schedules, but suggests criteria w should govern their administration, and ports in some detail (1) on the relationsh the merit ratings to the provisions of th ary schedule, and (2) on the method of ing the ratings. The following summary ot factors which should enter into the consi ngfield Teachers, San Francisco Teachers, Yonkers Salaries of Teachers.’”’ American School Board Journa wk: Teachers College, Columbia Univers ; Chicago: University of Chicago Press, 1 New York: Longma: ty 1931. p 4 se 3 " 65 p ) Green and ( hers’ Salary Schedules. Contribution Educat J merit plans is quote ? irticular school system is ne of salary schedule which sh¢ not pe or wrong type, but a question o yng as the measures of teaching efhciency rgely subjective, the incorporation of merit nto salary schedules attempts to pay teachers ling to their relative worth but increases the bilities for friction and misunderstanding by ng the degree of objectivity and reliability of Lloyd Percy, op. cit., p. 4 eas ment \ sed u i k perience whit T isured t va a sacrifice ( n deg on and direct cont of teaching efhciencs This study makes 1 ittempt to prove or dispr that teachers’ sa schedules should be ise vh or in part n merit rating as a meas f teaching eth does this study ead f the adoption or cont ed use of a merit-type sa schedule. That - ust be decided by the educ tional authorities in each system in the light of type of teaching personnel, qualifications of the idministrative staff, policv of the school ird blic opinion Differentials for Special Teaching Services What differentials or special salaries shall set for teachers with extra duties or special ssignments ?”’ Slightly more than a fourth of nnaire indicated that this mong the three most difficult. It does not question was the 212 superintendents replying to the ques- nvolve such controversial issues as those raised the questions on sex and merit as bases fo to iry, but in some ways is related juestions. Some writers who are unwilling for eads of departments, counselors, and demon those differentials on the basis of sex or merit to be vided officially in the salary schedule have suggested that they be provided unofficially thru positions which carry extra salary, such as ration teachers. Others would consider the purposes to be served by these special positions nd would set up standards for appointment ind remuneration in terms of the need to be filled. Additional assignments for which spe ial salaries are sometimes given are the teach- ng of exceptional pupils—physically, men ly, or socially atypical children—and the raining and home economics. Present Practise Salaries for various special teaching assign teaching of certain subjects such as manual ments are provided in a number of the 150 salary schedules of recent adoption, as shown n Table 12. Forty-seven mention heads of iries are included in 16 schedules. The ex For a discussion of the usefulness of aries For Different School Positions.’ {meri 1” figures S hoot F + \ entials for various subjects. Counselors’ sa departments, 23 provide for teachers of atypi al classes, and smaller numbers include differ ] A a salary is most frequently provided thru a dif- ferential above the salary the teacher wo receive on the regular schedule. Informatio on the median salaries paid to certain specia groups, in relationship to the amounts paid elementary teachers, is given in Table 13 Salary allowances are sometimes made fot extra duties such as teaching a double grade dividing teaching time between two building carrying an unusual amount of extracurri lum service, and serving in outlying s Twelve of the 150 schedules provide sala allowances for one or more of these ext services. Opinion and Studies The publications of the National Educatios she , : Association, the local salary studies, and othe | published material on salaries give little spa to discussing the scheduling of salaries f special teaching assignments. “lwo t tions for such special salaries are stated the extra training required, and (2) the spe cial ability required. Current practise considered in fixing the relative amount The element of extra training is recognized 4 in the report of the Salary Committee of National ] ducation Association, | tbli hed 1923: Salary schedules should provi le finan nition for work requiring special training tion to the regular training of teachers Where it is necessary for a teacher to cial training in dietetics, or in nursing, 1 children handling backward and feeble-minde anv other such work in addition to his training as a teacher, the additional salary | such a teacher should be enough to warrant the e presented in Table | see: Eells, Walter urnal 85 83 ] ditional investment of time and money needed to secure this special training.” The Chicago study, which makes no recom mendations for extra salaries for special serv- ices, says that length of training should be the only basis for such extra salary: Differential salaries for teachers of special types of classes are defensible on only two grounds. If special training or experience in excess of ordinary standards is required, or if there is an actual short- age of teachers qualified for such service, an in creased salary has an economic justification. If training and experience are recognized in the regu lar schedule, the first condition will be met. If there is a continuing shortage, sufficient salary re- ward to bring increased numbers into the work will have to be offered until the shortage is ad justed. Usually, however, such service does not require increased training or experience beyond that recommended in this report. A_ different training may be demanded, but with the increased tendency to recognize and provide for individual differences, differential training is tending to be- come a general condition. In the absence of the need of an increased length of the period of train ing, no differentials are recommended.* The Los Angeles and New York Citizens studies, after fixing salaries of elementary and secondary teachers, determine the salaries for all other positions largely on the relationship of salaries for those positions to elementary and secondary salaries in other large cities.‘ Specialized abilities are also recognized. For example, the Los Angeles study says, in refer- differential for counsélors, that “counselors are a distinct group performing ence to a 2 National Education Association, Salary Committee (E. S 1923. Washington, D. C.: the Association, 1923. p. 73 ‘Chicago, p. 311, 313 *Los Angeles, p. 75-87; New York Citizens, p. 5 5 Los Angeles, p. 83. well-defined duties which differ from teachers and demand an ability not possessed by teachers.”’ Only two of the schedules proposed 22 studies set up salary differences or basis of subject taught (Pittsburgh ¢ Springfield). ‘The statement by Lew “school years and subjects are of equal tance in the development of children should therefore be so recognized in schedules” © seems to represent majorit ion, so far as subjects are concerned. Elsbree states that it is neither necess . desirable to have a separate scale for ea M sification, suggesting that the regular s U! for teachers can be used as the basis ment, with suitable adaptations: There are several simple methods of the application of the formal schedule fo: lar groups, chief of which are payment of upgrading, and higher initial placement scale. Bonuses are stipulated sums of mon added to the salary called for by one of the scales; they may be uniform in size or g according to amount of training, experienc sponsibility; they may be automatic or cont upon fulfilling certain requirements; they temporary or continuing. ... The differen tween upgrading and higher initial placem: that in the latter case individuals are placed level for which their training or position them and that they continue on this same level the sole advantage of a “head start,” whilk who have been upgraded continue on the level, which usually implies larger increments a higher maximum than for those on the pla low.” Evenden, chairman). Teachers’ Salari and Salary 7 ® Lewis, E. E. “Desirable Principles of Teachers’ Salary Schedules.’’ American School Board Journal 80: 45-46; Ma ? Elsbree, Willard S. Teachers’ Salaries. New York: Teachers College, Columbia University, 1931. p. 113-14 Salaries of Principals and Other Officers “What salaries shall be paid to principals ule at all for principals; the practise and other supervisory and administrative ofh- cers?” This question was rated among the most difficult to answer in salary scheduling by 39 superintendents, or 18.4 percent of the 212 superintendents reporting. It is ranked low in all population groups, and is lowest among the ten questions when the groups are totaled. A prior question is that of having any sched- universal. In fixing the salaries of prin bility exercised by these employees, and special abilities needed to discharge responsibility effectively. [ 84] to teachers’ salaries must be considered, p! and other officers, the same factors which a; recognition of the degree of directive respor Present Practise Ns included 17 sched ul some es do not establish Salaries 1 O! s and other ofhcers, lea ng the sal ] } later . ] hy f such employees to be determined by rd of education on an individual bas 12 reports on the extent to w rich 1S 1.1 . ; ; adopted schedules provide definite To! school emplovees othe th nm re TABLE 12.—SCHOOL EMPLOYEES OTHER THAN REGULAR TEACHERS IN MENTARY AND SECONDARY DAY SCHOOLS, INCLUDED IN 150 SALARY SCHED ULES OF RECENT ADOPTION Position | irtments Sul 1 chers usses for atypical puy ® time and continu ! ls [ 1al g selors ivisers ght schools g 1 } Special teacher hletic coaches Home economics ¢ nal classe I le or vocati il school ¢ Physical education, healt! 3 Summer s¢ hoc ls 3 lunior colleges 3 Music Home and visiting te Assistant teachers Critic te iin Ar 18 13 16 -principals: Elementary 9 Junior high 8 Senior higl Ue 8 Other administrative and supervisory officer Superintendent j Assistant superintendent Supervisors, directors 1¢ r employees: Librarians 9 Research staff 5 Attendance department staff Health department staff—not teachers Playground employees Registrars Clerical employees g Janitorial and engineering staff 5 Total number of schedules * For population ranges, see Table 1 Numt sr of schedules ir ling the p ip III G IV Grou 1 3 K 3 1 3 i 1 imber Pe 19 10 4 sSHTLY YUND — sToouds { O00 SigdqjO A1OSIAJodns put ATB\u ‘syed muid-ao1A4 UONeNUNUOD puP auIt-141eg ; ysry Joes Zuryora Ale usulsayy :sjedpuug jooyds YFIy) sprey uawsedaq O'Ill Sor! 797 UONeNUNUOD puke 3wI- Veg p6 671 tit r l ( 4 Tel'z : ysty Jomas til bell > yay sone 0°00! 0°00! 609 SII’ '* Arejueme| gq bs Ose ‘I ZL¢'7Z SASSP]O [Tt nNdAIYy 609'1$ LLO Sud? 1eSJapUuly *810uU v9 | I oI 6 8 9 s r £ z Adnoiy, Ay dnoin pyydnoin pg dnoine ydnoiy Adnoin apdnoin pyydnoin jy dnoin pred Areyes uvipa-w s] dnoiy u0l}ISOg OOl =AieyTes S.Joq9¥9} Arejuemeje ‘diqsuoneies jo xapuy 1€-0£6T ‘SNALSAS IOOHOS ALIO NI SNOILISOd 0S ‘SdIHSNOILVTaX 4O XACGNI ANV CIvd SHIAVIVS NVIGAW-—El AITAVL sasinu [OOYIS sosinu peep}{ sas epueity 378 JeTU-) OYJO soUePUII} "$99 Ao[dure Jay) drysuewuedg dIsnyw *" yy uoTeonpe [eoBsAdd DIP SITWIOUOIE BO} PON P| TRUOTI BIO A reduced to a common basis by the preparation able, of the relative median salaries paid of an index, with the median salary of ele various positions found most frequent mentary-school teachers in each population — school staffs. group as 100. These figures are of most signifi The relationships given in Table cance for positions which are very generally to median salaries. Figures are also found in all school systems, such as the three on the medians of minimum and m major groups of teachers, principals, and the salaries scheduled for certain position Nnerinte . : aa. . oe —— . : : superintendent of schools. Positions which ers and principals in elementary, juni occur infrequently are likely to be found only and senior high schools.2 Table 14 in the school systems which pay high salaries, these figures, and an index of relations| resulting in a high median for the position. elementary teachers’ salaries as the ( For example, the median salary for elemen- comparison. The figures for teachers } tary-school vice-principals, in 28 Group I cities, same as those for 1930-31 given in 1] is higher than the median salary for elementary and 6 and are reproduced here for con school supervising principals in 86 Group I _ in studying the salaries of principals. O cities. The figures in Table 13, then, are very is conspicuous—that the salaries of p1 rough approximations, but the best now avail- are further above elementary teachers’ Minimum and maximum salaries for individual cities are reported in: National Education Association, Re ial Salary Tabulation, 1930-31. Washington, D. C.: the Association, 1931 rhe bases for scheduling salaries of elementary-school principals—size of school, preparation, or bot G » I reported in: National Education Association, Department of Superintendence and Research Division. Salar hedul r TAI tary School Principals, 1930-31: 88 Cities Over 100,000 in Population. Educational Research Set e ( a N O Washington, D. C.: the Association, 1931. 26 p. (Mimeographed.) Pp ei a A! TABLE 14.—MEDIANS OF MINIMUM AND MAXIMUM SALARIES PAID TEACHE! AND PRINCIPALS IN CITY SCHOOL SYSTEMS, 1930-31, AND INDEX OF RELA TIONSHIPS (ELEMENTARY TEACHERS = 100) Index of relationship, Amount of salary elementary teacher’s salary = 100 Position nahedia Group Group Group Group Group Group Group Group Group Ia II Ill IV V I II III IV l 2 3 4 5 6 7 8 9 10 Median of minimum salaries Index of minimur ries Teachers: _ = Elementary $1,227 $1,084 $1,068 $1,056 $ 999 100.0 100.0 100.0 100.0 Junior high 1,390 1,234 1,187 1,195 1,135 113.3 113.8 111.1 113.2 Senior high 1,507 1,344 1,294 1,288 1,269 122.8 124.0 121.2 122.0 Principals: Elementary leaching 1,925 1,725 1,572 1,380 1,271 156.9 159.1 147.2 130 Supervising 2,169 2,007 1,925 1,633 1,650 176.8 185.1 180.2 154.6 Junior high 3,467 3,013 2,250 1,725 1,525 282.6 278.0 210 163.4 Senior high 3,850 3,580 2,850 2,367 2,031 313.8 330.3 266.9 224.1 Median of maximum salaries Index of maximum salaries Teac hers: — —_— - Elementary $2,280 $1,996 $1,729 $1,611 $1,411 100.0 100.0 100.0 100.0 Junior high 2,671 2,267 2,008 1,854 1,657 117.1 113.6 116.1 115.1 Senior high. 2,840 2,469 2,253 2,097 1,983 124.6 123.7 130.3 130.2 Principals: Elementary Teaching 2,800 2,600 2,086 1,854 1,592 122.8 130.3 120.6 115.1 l Supervising... 3,657 3,200 2,600 2,350 2,200 160.4 160.3 150.4 145.9 I Junior high. . eee G,088 4,036 3,064 2,467 1,875 197.8 202.2 177.2 153.1 Senior high 5,060 4,529 3,949 3,038 2,507 221.9 226.9 227.9 188.6 l Read table thus: In Group I cities the median of minimum salaries scheduled for elementary teachers in 1930-31 wa for junior high-school teachers, $1390. If the minimum elementary salary is given the value 100, then the minin high-school salary has a value of 113.3 (see Column 7), or is 13.3 percent higher than the elementary salary. Similar figures for other positions and population groups. The index for maximum salaries is based on the maximum salary of ele : ; teachers in each population group. Source of figures: Based on information reported in: National Education Association, Research Division. ‘‘Salaries ems School Systems, 1930-31." Research Bulletin 9: 163-226; May, 1931. * For population ranges, see Table 1. [ 88 ] n minimum salaries are considered than sale vhen maximum salaries are considered. For sample, the minimum salary for elementary whing principals in Group I cities is 56.9 nercent above the teachers’ minimum, but the maximum salary is only 22.8 percent above the teachers’ maximum. The senior high-school principals’ salary in Groups I, II, and III is close to 125 percent above the elementary teachers’ maximum, but falls to 77.7 percent in Group V. Maximum salaries of principals compared with minimums—Another sort of comparison is made in Table 15, which refers to salaries if principals only. The elementary teacher’s salary is no longer the point of reference, but the minimum salary paid to the principal. In view of the importance attached by many stu- dents of salaries to the establishing of sched- TABLE 15.—INDEX OF RELATIONSHIP OF MAXIMUM SALARY FOR PRINCI- PALS TO MINIMUM SALARY, 1930-31 AND 1922-23 (MINIMUM SALARY = 100) Index of relationship, minimum salary =100 School division; year Group Group Group Group Group Vv Ia Il Ill IV 1 2 3 + 5 6 Elementary Teaching 1930-31..... 145.5 150.7 132.7 134.3 125.3 3922-23..... 126.6 125.5 122.7 124.4 124.9 Supervising 1930-31 168.6 159.4 135.1 143.9 133.3 1922-—93..... 159.3 140.7 126.7 118.3 109.1 Junior high 1930-31..... 130.1 134.0 136.2 143.0 1922-23..... 132.0 122.4 120.3 116.8 123.0 108.6 Senior high 1930-31..... 131.4 126.5 138.2 128.3 123.4 1922-23..°.. 138.6 133.2 122.4 120.9 13.4 Read table as follows: In 1930-31 the median of maximum salaries scheduled for elementary teaching principals in Group I cities was 45.5 percent higher than the median of minimum salaries for the same position. In 1922-23 the maximum was 28.6 percent higher than the minimum. (The figures for 1930-31 are based on those given in Table 14. When the minimum salary of $1925 is given the value of 100, the maximum salary of $2800 then has the value of 145.5, or is 45.5 percent higher than the minimum for the position. The figures for 1922-23 are similarly computed, on the basis of figures not reproduced in this bulletin.) Similarly read figures for other positions and population groups. Source of figures: Based on information reported in: Nationa Education Association, Research Division. ‘Salaries in City School Systems, 1930-31.’ Research Bulletin 9: 163-226: May 1931; and National Education Association, Research Division Teachers’ Salaries and Salary Trends in 1923."’ Research Bulletin 1: 137-251; May, 1923 "For population ranges, see Table 1. } _ National Education Association, Seventh Yearbook. Washington, D. C.: Principal,” p. 468-95. the Assoc iation, 1928 Department of Elementary School Chapter 24, “The Economic Position of the Elementary School [89] ules which provid wide range oft sa t minimum to maximum, the figures in 7] IS are of particular interest. They « Ny 1930-31 schedules with those reported eight years earlier on the relationship of the max ] | Inum to the minimum salary. In seventeen of Table 15, the Max! the twenty comparisons in mum exceeds the minimum by a larger percent in 1930-31 1922-23 p range reported is in tl The greatest ie 1930-31 than in salary of elementary principals, which is supervising 68.6 percent higher than the minimum salar) Opinion and Studies n Association—A National Educatio protes schedule for salary supervising ele mentary-school principals was proposed by the sional Committee on Standards and ‘Training for th Elementary School Principalship, reporting in 1928 to the Department of Elementary School Principals of the National Education Associa tion. The salary classes are based on (1) en rolment, in 5 levels—below 500 pupils, 500 999, 1000-1999, 2000-2999, 3000 and over (2) years of professional preparation, in 3 levels—4 years, 5 years, and 6 years; and (3) 4 increments years of experience as principal ) at each level of training, over a period of 12 years, with the opportunity of qualifying for a higher training level and earning extra iner« ments. The lowest salary is $2000, the highest is $7000. Emphasis is laid on the fact that principals’ salaries must be considered in rela salaries in the system. The tionship to othe committee opposes the plan of fixing principals’ few hundred dollars to salaries by adding a the schedule for teachers, holding that the bet ter plan is first to set up the specifications for the office, and then to establish the salary at a level which will secure people with the desired qualifications, for administrative and supervisory The local salary studies and the con Bases salaries- tributions of individual writers mention most frequently the following possible bases for scheduling the salaries of principals and other officers: (1) Ratio between salaries paid teachers and employees, in paid to other the salaries comparable school systems. (2) Directive responsibility which the position carries. Principals. The Elementary School Principalship Scarcity of the executive ability required to fill the position. Level of salaries paid in comparable school systems; level of preparation; years of experience, and other factors which apply to the salaries of teachers as well as officers Relationship to teachers’ salaries—The plan ot basing principals’ and officers’ salaries upon the relationship to teachers’ salaries is empha- sized in the New York Citizens study, which Says: It was recognized by the Committee that every board of education in the United States has faced and solved in some manner, haphazard or other- wise, the problem of the relationship between the salary of a principal and the salary of the regular teachers in his school. Expressed concretely and directly, the relationship between the average salary paid to elementary principals and to elementary teachers, for instance, in a given city, represents that community’s evaluation of the relative economic importance of these two educational positions. The Committee reasoned that it could find no more valid basis for establishing the salary of principals than that of the combined judgment expressed in the most common practise in other large American a cities. Increased responsibility—Of the 14 local studies which include salaries for principals of elementary schools in the proposed schedules, 12 recommend a variation in salary on the basis of school size. Eleven studies recommend salaries for junior and senior high-school prin- cipals, 4 of which recognize differences in size of junior high schools and 2 in size of senior high schools. The Nashville study gives explicit recogni- tion to the element of increased responsibility in fixing salaries for both supervisors and principals.® Salaries for supervisors are sched- uled as follows: (1) the salary on the teachers’ schedule, based on preparation, plus (2) an increment of $750 for increased responsibilities, and (3) experience increments over a period of eleven years. Principals’ salaries are sched- uled in the same way, except that the incre- ment for increased responsibility is scaled ac- cording to size of school, in 4 levels, $500, $750, $1000, and $1500. * New York Citizens, p. 165-66. See also: Fresno, Calif. Salary and Cost Study of Fresno Schools Fresno: City Council of Education, 1932. p. 57-58. ® Nashville, p. 242-45. ® Hubbard, Frank W. “More About Salaries and Supervision.” Bulletin 9: 119-22; No ditterences on basis of school suggested in the principals’ salary sc! proposed in the Chicago survey or tl York Citizens’ report. Hubbard calls att to the educational improvements and nancial savings which are possible thru ing small elementary schools into supe: units containing from 800 to 1000 pupils unit to be under the direction of a supervising principal.® Under such a plan would be no need for variations in sal basis of school size. Fewer principals be employed and salaries large enough t mand the services of competent persons be paid for the amount formerly need employ a larger number of principals aries only slightly above the teachers’ sch« Executive ability—Scarcity of the kir ability needed for successful administ and supervisory service is emphasized in Chicago study, which includes the folloy comment on rewarding leadership: The qualities which underlie leadership fective supervision and wise administration to be somewhat scarce. ‘This is true in all fi activity, and necessitates a higher muneration for persons possessing such qua In addition, rising levels of rank proportio: make necessary expenditures which are esca lower levels. The necessity of conserving h energies, and time is increasingly expensiv: the busy person cannot spend an undue am time or concern preserving the economic toward unimportant details of living.’ level Qualities of leadership are also empha in the Pittsburgh Citizens study, whic! cludes the following as a statement of ciple: The Committee is of the firm and deep convi that in the proper operation of salary schedule: the possibility of obtaining better and sup: teaching in the public schools. To gain this objective however, the schools must have for and intelligent leadership. In short, superior t ing is predicated upon superior leadership. Committee, therefore, places great stress upon ing strong outstanding principals. Thus, it re mends such salary changes for principals as attract and hold the highest types of persons, outstanding educational and teaching leaders! (By Walter Crosby January, 1 Washingtor Department of Elementary School Principals, National Education Association. 7 Chicago, p. 301. ® Pittsburgh Citizens, p. 11. See also: Los Angeles, p. xxix, 87-90. [90] Only three studies make definite recommen ; on the salary of the superintendent of ls (New York Board of Estimate, New York Citizens, San Francisco Citizens). Mor n calls attention to the uncertainty of this calling it an adventure rather than a n, and stating that the large economic sk carried by the superintendent of schools - q justification for a much higher salary than typically paid. The New York Citizens tudy, which recommends a salary of $25,000 the superintendent of schools, gives the following statement regarding the salaries pro- Morrison, Henry C. The Manage New York Citizens, p. 17 posed for the idministrative and super visory officers: It was agreed by the Committee that the es tablishment of relatively high salaries for the hig! tions, while costing the cits est administrative posi very little because there are so few of these pos tions, should yield great return in the stin 1 very lation to professional achievement which it w generate in the entire school system. In recon ommittee assumes mending these salaries the ¢ these positions would be filled by those candidates whose merit and fitness for the particular posit were most outstanding and that full publicity be given to the considerations which guided Board of Education in their selections Summary Evidence has been presented from practise, research, and opinion on certain practical questions which arise in the preparation of lary schedules in local school systems. Altho there is a recognition of Position and preparation tendency toward increasing rofessional preparation in setting up the basic lassification of salary schedules, the majority of schedules still are organized on the basis if position. Additional professional training ibove the minimum required for appointment s being recognized by providing special salary groups and supermaximum salaries, and by requirements for continued training in ordet to advance on the salary schedule. the scheduling of minimum and maximum salaries Minimum and maximum salaries—In for the main group of employees, classroom teachers, emphasis is placed on these considera- (1) costs of suitable standards of living tor the beginning teacher and for the mature (2) ment in professional preparation, (3) relation- tions; teacher, return on the teacher’s invest- ships now existing among positions in amount ot salary, and (4) the range from the mini- mum to the maximum salary. Other factors to be recognized are these: salaries paid in other school systems, salaries paid in other oc cupations, and the resources for financing the schedule. The general trend of opinion favors the establishment of maximum salaries at levels adequate to maintain the experienced teacher and his dependents twelve months in the year at a standard in keeping with the cultural de- mands on the teaching profession and to ena him to face old age with an assurance of eco nomic security. Increments—Increments granted on_ the basis of years of experience should be sub stantial in amount and should extend over long period of years, according to several re« frequently re ommendations. Increments are garded as a recognition given for the value which each year of experience adds to a teach suggested that rewards for service but a er’s service; it also has been increments are not method of gradually raising a beginner’s salary to a professional level, over a suitable pel of vears. Sex The equal pay for men and women; recently pub majority of schedules provide lished discussions emphasize the economic difh culties arising under this policy. ‘The argument for equal pay is based on a claim for justice to women, who render service which is as use ful as that of men; the argument for a difte1 ential hinges on the scarcity of competent met willing to accept the low salaries for which competent women will consent to work. E fhe lenc) efficiency ratings as a factor in determining Relatively few schedules use teacher’s place on the regular salary schedule. There is greater support, both in practise and 1 | in published discussions, for a policy of select ing a few outstanding teachers for advanced salaries beyond the normal maximum. ‘There are some who insist that all such plans are likely to work injustice, holding that adequate [91] supervision and the personal knowledge of the teacher himself that he is doing superior work which is being appreciated offer more satisfac- tory incentives to maximum service than a sal- ary increment would provide. Specialized services—The scheduling of sal- aries for specialized teaching services, such as counseling, the teaching of atypical pupils, demonstration teaching, and service as heads of departments, may be done in terms of the extra training and the special abilities required for the special assignments. It is frequently recommended that, in the interests of simplicity and flexibility of administration, suc! assignments be paid by a differenti the teachers’ schedule, rather than lishing separate salary classes. Administrative and supervisory seri fixing salaries of administrative and ory officers, special attention should to these factors: (1) degree of direct sponsibility which the positions carry, cial economic risks involved, and (3) of the ability, specialized experience, al ities of leadership needed to fill the ; adequately. gk PRIMARY PURPOSE in making a new salary schedule for teachers, especi ally if it results in increasing salaries, is to provide better service for the boys and girls of the community and, therefore, richer returns on the investment by the taxpayers. Salaries should not be increased merely because teachers aré more poorly paid than other professional workers with the same training and experience, nor because the salaries received are below the cost of living, no because the salaries of teachers in a particular city are below the average paid i: other cities of the same class, unless in addition to these considerations there results a proportionate increase in efficiency of service. . . . The criterion that should be applied to any provision in a salary schedule should be the probability that it will tend, directly or indirectly, to produce better teaching service. The final question is not whether the provision is theoretically sound or generally approved but whether in its operation it will result in better service—A. J. Stoddard American School Board Journal, Vol. 81, October, 1930, p. 43. [he previous discussion has called attention administrative steps in setting up a schedule for school employees, the facts studied, and decisions to be made on cet iestions of policy. Statistical findings and ew of part of the published material on heduling of salaries have been presented. [his section is organized in the form of an remized list of procedures and policies for nvenient use by those responsible for the reparation of salary schedules. It calls atten n to various steps in the process and to cer- n possibilities for variation within the sched tself. The list does not propose standards ; fact that an item is included is not a rec- mmendation for its adoption in any given hool system. The list is intended only to as a reminder of some of the possibilities be considered in preparing the salary sched- The numbers in parentheses following item in the list refer to pages in the two irts of this study,’ by reference to which ther suggestions as to the possible signifi- of the item will be found. Preliminary Steps |. Official action is taken by some agency ecommending that the salary situation be studied and that a new schedule be prepared, f necessary. The action may be taken by: a. The superintendent of schools. b. The board of education. c. Teachers associations.’ (p. 9-10.) 2. The proposal to begin preliminary work n the salary schedule is approved by the oard of education: a. By formal board action. b. By informal agreement. (p. 9-10.) Personnel and Responsibilities 3. The personnel for carrying on the sys tematic study preliminary to actually writing the schedule is selected. It may include: i. The superintendent’ of schools. b. Representatives of the whole staff. Appointed by school authorities. Elected by schools and ployees. Elected ployees. groups of em by organizations of school em For first part, see: National Education Association Administrative and Fact-Finding Procedures.”’ Research I I necessary for a salary policies. Research Bulletin 14; 1-48; January, Summary of Procedures and Policies in Scheduling Teachers’ Salaries the board of education c. Members o d. Citizens other than board members e. Outside educators. (p. 11-12 4. The chief responsibility for drafting the schedule itself is fixed. It may be carried by a. The superintendent of schools b. A tendent. (p. 10-12, 15-16.) which includes the s1 committee 5. The entire teaching staff may be called upon for assistance. ‘The individual merbers of the staff may help by: a. Furnishing information on personal status for use in preliminary study. b. Reviewing and criticizing proposed drafts of schedule. (p. 12-13.) 6. The board of education has a responsi bility in dealing with the schedule. It may be exercised by: a. Appointing a special committee on the salary schedule. b. Reviewing and criticizing proposed drafts of the schedule. c. Adopting the schedule. schedule into effect p. 13-14 d. Putting the Studying the Facts conside re d Facts are assembled which are Wise determination of local The facts may include certain of the following: 7. The salary schedule already in effect a. Trends over a period of years in minimun maximum, median, and average salaries paid in local school system. ' b. Distribution of personnel on present schedule (p. 25.) 8. Salaries paid in other school systems a. Minimum, maximum, median, and average salaries paid. b. Number and amount of increments c. Standards and principles of salary schedul ing accepted elsewhere. (p. 25-27 9. Salaries in occupations other than teach ing a. Trends in wage rates of union labor. b. Salaries of public employees other than the school staff. c. Incomes of other professional groups 27-29.) a1 ~& Division. “The Preparation of Teacher Salar 1936. Only three agencies are mentioned; there are others. No effort is made, in this or subsequent items in the t,t ame possibilities for variation. [ 9 ] 10. Status of the present teaching staff personal and economic factors 1. Age, sex, marital status. b. Living conditions. ‘ Income. Expenditures. e. Proportion of income devoted to food and housing f. Dependents. (p. 29-31.) 11. ‘Trends in cost of living a. Salaries paid to local teachers, over period of years, in terms of purchasing power of an earlier year. (p. 31-34.) 12. Status of the present teaching staff professional factors a. Amount and kind of professional preparation b. Evidence of recent professional growth. c. Amount and kind of p. 30-31.) professional experi ence 13. Service conditions and administrative practises affecting salaries a. Policies in local and comparable school sys tems as to qualifications for appointment use of ratings, leaves of absence, etc. b. Amount of turnover in teaching positions c. Teaching load. (p. 34-35.) 14. Financing the salary schedule a. Property assessments for taxation purposes. b. Tax rates and collections. c. Municipal expenditures. d. School expenditures. e. Estimated costs: Of continuing present schedule in effect Of putting proposed new schedule into ef fect. (p. 35-37.) 15. The facts which have been assembled are made available for study. The material may be: a. Incorporated in a comprehensive written report. b. Presented in (p. 21.) separate statistical exhibits. Policies Governing the Salary Schedule 16. ‘he groups of employees whose salaries are to be specified in the schedule are to be determined. The schedule may apply to: a. Classroom teachers. Principals. Supervisory staff. The superintendent and administrative sistants, Employees in auxiliary and coordinate ac- tivities—attendance, census, health, trans- portation. f. Clerical and technical staff g. Custodial and engineering 17. Local standards as to qualificat appointment to positions in the schoo are reviewed and perhaps restated. T} be expressed in terms of: a. Training. b. Native ability and personalit c. Experience. (p. 57. 18. The basic classification of the teachers is to be dete for classroom The schedule may be organized on t! of: a. The senior high, or other the teacher. The level of professional preparat than college graduation, bachelor’s degree—attained by the position—elementary, juni assignment master’s Further decision will be Number of training ley Upper and lower limits of train ne eded on els to be rec recognized. The position, preparation. It may be provided that Minimum and maximum salaries with level of preparation. Supermaximum will be of extra training. (p. 55-61 with some recogn granted 19. Minimum salaries are dete: Among standards which may be consid fixing the amounts are these: a. At least twice the local average an penditure by teachers for board and subsistence wage for twelve months b. One and a third times the cost of ne for an inexperienced teacher, thus a small provision for savings, givil personal betterment. c. An amount equal to or better than th age minimum salary paid in con school systems. d. An amount large enough, subsistence wage, to represent a ret the teacher’s prof training. (p. 61-66 over and investment in 20. Maximum salaries are deter: Among standards which may be consid¢ fixing the amounts are these: a. At least twice the cost of necessities experienced teacher, these necessities clude the maintenance of a home and vision for the average number of dependent upon such teachers for s thus providing (above necessities) f ing, education and cultural activities savings. [94] \n amount equal to or better than the aver age maximum salary paid in comparable school systems. \n amount equal to or better than the aver ot in ige income received by similat ability, training, occupational groups. persons and experience other An amount, which, when the schedule is in full effect, the to fimance. school system will be able At least twice the minimum salary. 1. The increments from minimum to max mum in the various salary classes must be letermined. Among provisions to be specified a. Number of increments. b. Spacing of increments: May be granted intervals. May begin at once, or after probationary annually, or at longer period. May stop after specified period or con tinue thru entire service. c. Amount of increments Large enough to be perceptible additions to annual income Increments uniform in size thruout period when granted. Smaller in size. increments at outset, increasing Large increments at with later ones smaller. outset, d. Basis for granting increments: Automatically, on basis of added years of experience. Conditionally, on basis of quality of sery ice, or the meeting of requirements for ad ditional preparation. (p. 70-75 9? 22. In states where the question has not been determined by legislation, it will be de- cided whether men and women of equal qual ifications are to be paid equal salaries for equal work, (p. 75-79.) 23. The desirability of recognizing merit efficiency in the salary schedule will be con sidered. Methods of recognizing merit which have been tried include the following: a. Size of increment varies with efficiency rat ing. Maximum salaries vary with efficiency rat ing. Efficiency ratings are one factor in placing teacher on supermaximum salary. withheld if is un Increments rating satisfactory. are Supermaximum salary is granted to teach ers of outstanding efficiency. (p. 80-83.) [9 S tor Che i 24. Salaries to be paid special issignments will be fixed. e* 1. Scheduled minimums and maximums independently Assigned a differential or { vidual would tor salary the indi ae regular sche é teachers 5 Salaries of principals and Among the ods of establishing these salaries the plovees will be determined. met 1] TOLLOWIN have bee roested : nave een sugyvested: a. Salaries fixed on basis of ratio of ’ pals’ and other employees’ salaries to ers’ salaries in comparable school syster salaries graded according 84-91 b. For principals, size of s hool p. Organization and Format of Schedule 26. ‘Time is taken to interpret the statistica findings, deliberate on the proposed policies and arrive at decisions that seem most appr priate for the school system being served 18-19.) 2/7. The salary provisions agreed upon are r} brought together for official adoption by the board of education. The following items may be included ° a. Official identification—city and state of adoption Classification of salaries. Minimum qualifications for appointment each salary class. Minimum sal for each class aries tion. Maximum salaries for each class or } tion. Number, size, and scheduling of increments Basis granted Differentials if marriage, dependents. Plan schedule. for supermaximum wher any on basis for transfer from old sche of salary credit allowe for systems, (p Amount teachers approved experience 18 Financing the Schedule 28. Steps will be taken to assure the funds The be determine d for putting the salary schedule into effect. procedure to be followed will ] by state law and local governmental relation ships. (p. 16-17.) 29. It may be desirable to take special ac- tion to enlist public interest in support of the financing of the salary schedule. (p. 17.) Putting the Schedule into Eff; 30. The transition will be made f old schedule to the new, taking time + ate preparation and experience of tea ready in service for equitable placem the new schedule. (p. 19.) [' IS ONLY WITHIN COMPARATIVELY RECENT YEARS that the salary schedule has become so important a factor in educational administration. Boards of education have welcomed it as a progressive business measure serving to check the haphazard requests for individual preferment and aiding them to arrive at definite costs for budgeting finances. ‘Teachers have welcomed it as a guarant: for better and more definitely planned salaries. . . . We must avoid making it on the one hand an unreasonable check on expenditures where teachers are con cerned, and on the other hand a mechanical adjustment which makes the com pensation of the teacher a mere automatic operation. We must make it a con structive outline of procedure by which the whole teaching body may receiv: satisfactory remuneration, so that because of its operation, the children of t! 1 } ic schools may experience the benefits of an increasingly professionalized instruc tion.—Committee on the Study of Salaries in the. Cincinnati Public Schools Report, 1926, p. 6-7. [ 96 ] References to Twenty-two Local Studies of Teachers’ Salaries ,co, ILtinois. Report of the Survey of the »ls of Chicago, Illinois: Volume I. (George Strayer, director.) New York: Teachers Col- Columbia University, 1932. Chapters 12-16 Lester Dix), “The Educational Personnel of Chicago Schools,” p. 243-327. INNATI, OHIO. Committee on the Study of iries in the Cincinnati Public Schools arles Otterman, chairman). Report. Cincin Board of Education, 1926. 78 p. sTER, NEW JERSEY. Report of the Survey of Schools of Closter, New Jersey. (George D. iver, director.) Closter: Board of Education, Chapter 6, “The Teaching Personnel,” p ” zt WorTH, Texas. Report of the Survey of » Schools of Fort Worth, Texas. (George D. iyer, director.) New York: Teachers Col Columbia University, 1931. Chapter 8, he Professional Personnel of the Fort Worth Schools,” p. 294-320. HAMMONTON, NEW JERSEY. Report of the Survey of the Schools of the Town of Hammonton, Nex rsey. (George D. Strayer, director.) New York: Teachers College, Columbia University, 1926. Chapter 3, “The Teaching Staff,” p. 29-37. HoLtyoKe, MAssAcHusetTts. Report of the Survey the Schools of Holyoke, Massachusetts. George D. Strayer, director.) Holyoke: the School Committee, 1930. Chapter 10, “Teaching Personnel,” p. 375-405. JACKSONVILLE, FLoripA. Report of the Survey of the Schools of Duval County, Florida, Including the City of Jacksonville. (George D. Strayer, director.) New York: Teachers College, Colum bia University, 1927. p. 65-91. 3. LEXINGTON, Kentucky. 4 Salary Study for the Lexington Public Schools. Bulletin, Vol. 7, No. 3. Lexington: Bureau of School Service (Leo M Chamberlain, director), University of Kentucky, 1935. 62 p. . Los ANGELES, CALIFORNIA. Teachers’ Salaries in the Los Angeles City Elementary and High School Districts. (W. S. Field, director, and O. T. Johnston.) Los Angeles: the Board of Edu- cation, 1931. 178 p. . Lynn, MASSACHUSETTS. Report of the Survey of the Schools of Lynn, Massachusetts. (George D. Strayer, director.) New York: Teachers College, Columbia University, 1927. Chapter 4, “Teach- ers Salaries,” p. 149-64. NASHVILLE, TENNESSEE. Public Schools of Nash- ville, Tennessee: A Survey Report. (Frank P. Bachman, director.) Nashville: George Peabody College for Teachers, 1931. Part 3, “Teaching Personnel,” p. 195-245. 12. NEwBURGH, New York. Report of the Survey the Schools of Newburgh, New York Geo New York Teachers ¢ lege, Columbia University, 1929. Chapter: “Teaching Personnel in Newburgh,” p. 15¢ New York, New York. Citizens Committee Strayer, direct Teachers Salaries. Teachers’ Salaries in Nes York City. (James R. McGaughy, director New York: Teachers College, Columbia versity, 1927. 256 p New York, NEw York. Committee on Salaries (Lincoln Cromwell, chairman New York: Board of Estimate and App ment, City of New York, 1927. 21 p PITTSBURGH, PENNSYLVANIA. Citizens’ Cor on Teachers’ Salaries (Charles Reitell, re director). Bulletins 1-15. Pittsburgh: the mittee, c/o the Board of Education, 1928 PITTSBURGH, PENNSYLVANIA. Survey of the Sai aries of Teachers in the Public Schools of Pitts burgh in Relation to Cost of Living. (Marion K McKay and Colston E. Warne, compilers Pittsburgh: Pittsburgh ‘Teachers Association 1003 Bessemer Bldg 1927. 84 p. Also: Salary Campaign of the Pittsburgh Teachers Associa tion, 1926-1929. (Clarissa A. Moffitt and Sa Douglas, editors 1929. 84 p. San Dieco, CALIFORNIA. Teachers Association, School Finance Committee (Gilbert D. Deere chairman). A Survey of Teachers’ Salaries the San Diego Public Schools. San Diego: the Association, 1930. 88 p SAN FrRANciIsco, CALIFORNIA. Citizens Committee for the Study of Teachers’ Salaries (James W Mullen, chairman). Salary Schedules for San Francisco Public Schools. San Francisco: Board of Education, 1929. 102 p. SAN FrRAncisco, CALIFORNIA. Teachers Consoli dated Salary Study Committee. Teachers’ Sala ries in San Francisco. (By F. W. Hart and L. H Peterson.) San Francisco: the Committee, 1929 148 p. SPRINGFIELD, MASSACHUSETTS. Annual Report of the Springfield Public Schools: Qualifications of the Teachers, Principals, and Supervisors, and Conditions of Their Employment. Springfield the School Committee, 1930. 126 p. WATERTOWN, MASSACHUSETTS. Report of the Sur vey of the Schools of Watertown, Massachusetts (George D. Strayer, director.) New York Teachers College, Columbia University, 1931 Chapter 9, “The Professional Personnel of the Watertown, Massachusetts, Schools,” p. 177-96 YONKERS, New York. Teachers’ Salaries in Yonkers. (Willard S. Elsbree, director Yonkers: Yonkers Branch of the New York Teachers Association, 1929. 49 p. l 7 List of Tables Difthcult Questions in the Scheduling of Teachers’ Salaries, as Reported by Superintendents Schools in Systems Where Salary Schedules Have Been Adopted Recently. Points Which Would Be Emphasized in a New Salary Schedule, as Reported by 43 Superintend of Schools in Systems Where Salary Schedules Have Been Adopted Recently Basic Classification of Salaries in 150 City School Salary Schedules, by Population Groups by Years ee eee haa aeewanon vr Sa er ee Minimum Salaries Paid Teachers in Elementary, Junior High, and Senior High Schools. 193 and Index of Relationship, 1930-31 and 1922-23 (Elementary = 100).. Minimum Salaries Paid in 46 Preparation Schedules, and Index of Relationship (Two Y; lraining PRS ae eee re Dita aan er Maximum Salaries Paid Teachers in Elementary, Junior High, and Senior High Schools, 193 and Index of Relationship, 1930-31 and 1922-23 (Elementary 100) Maximum Salaries Paid in 46 Preparation Schedules, and Index of Relationship (Two Ye Fraimime = 100)... ..cccccesss See pert a ply ae ay EEE eee Index of Relationship of Maximum Salary for Teachers to Minimum Salary, 1930-31 and 1922 (Minimum Salary = 100)...... ON Se. el ee Vay ee Number of Salary Increments Given for Experience to Teachers with Basic Qualifications PD aes hi babe eke huweende Te ae ae ey ere ee Median Amounts of Increments Given for Experience to Teachers with Minimum Qualificat Salary Schedules in Which Increments Are Uniform................... ; School Employees Other Than Regular Teachers in Elementary and Secondary Day Sc! Included in 150 Salary Schedules of Recent Adoption................. Median Salaries Paid and Index of Relationships, 50 Positions in City School Systems, 193 Medians of Minimum and Maximum Salaries Paid Teachers and Principals in City School Syst 1930-31, and Index of Relationships (Elementary Teachers = 100)...... Index of Relationship of Maximum Salary for Principals to Minimum Salary, 1930-31 and 192: (Minimum Salary a ay aioe ed a Cans Ae oe Ess ll OTHER N. E. A. PUBLICATIONS ON RELATED TOPICS ® The Economic Welfare of Teachers A discussion of the principles of economic security and their application among teachers and teachers organizations. June, 1931. 244 p. $1.00. ® Teacher Demand and Supply A survey showing inarticulations between the demand for new teachers and the available supply. Indicates the potential danger of this condition to the economic welfare of teachers generally. November, 1931. 102 p. 25¢. ® Administrative Practices Affecting Classroom Teachers Part Il: The Retention, Promotion, and Improvement of Teachers A review of salary schedule practices in more than 1000 city school systems. March, 1932. 44 p. 25¢. ® Salaries of School Employees, 1934-35 A report of the salaries paid in city school systems during the school year 1934-35. March, 1935. 32 p. 25¢. (Similar reports available for 1928-29, 1930-31, and 1932-33.) ® Teacher Personnel The latest issue of the Review of Educational Research to summarize the litera ture bearing upon various aspects of teacher personnel, including salaries. June, 1934. 100 p. $1.00. ® The Teacher's Economic Position A study of the incomes and budgets of two thousand teachers; includes sugges tions with regard to management of ‘personal finances. September, 1935. 104 p. 50¢. ® The Preparation of Teachers’ Salary Schedules Part |: Administrative and Fact-Finding Procedures Based upon the expert opinions of 222 city superintendents and an analysis of 22 local salary studies. January, 1936. 48 p. 25¢. Single copies of these publications at prices quoted above. In quantity orders, accompanied by funds, the following discounts are allowed: 2 to 9 copies, 10 per- cent; 10 to 99 copies, 25 percent; 100 or more copies, 33!4 percent. Orders not accompanied by remittance are subject to transportation charges. Make checks payable to National Education Association, 1201 Sixteenth St., N. W., Washington, D. C. HE APPLICATION of the principle of plan- i pew to the payment of teachers is perhaps the most significant recent trend in the field of salary scheduling. Not long ago in many communities the amount paid a given teacher, or the teaching staff as a whole, could not be justified on any sound basis. Individual opinion, guess work, favoritism, and political expediency too often dictated the salaries composing the payroll. This statement no longer applies in a growing number of situations. One community after another in recent years has made provision for the collection of the data and the formulation of the principles and policies upon which to base what may be justly called an intelli- gent plan for the compensation of its teachers. . . . It seems safe to say that the practice of scheduling teachers’ salaries on the basis of factual data and carefully thought out principles is a tendency which has come to stay.—John K. Norton, Teachers College Record, 32: 719; May, 1931.