Despite proliferating chatter about the need to reform teacher compensation, the bulk of teacher pay remains fundamentally unchanged. This report by Emily Ayscue Hassel and Bryan C. Hassel, with research assistance from Julie Kowal and published by the NGA Center for Best Practices, sets forth a guiding principle for moving from talk to action—“pay for contribution.” Pay for contribution means investing more in teachers and teaching roles that contribute measurably more to student learning. Pay for contribution is particularly attractive to higher contributors. For this reason, it can help shape not only the performance of current teachers, but also the quality of the future teaching workforce by shifting who enters and stays in the profession. The report explains several approaches to pay for contribution and explores the research on how to design these strategies to get the best results. In addition, it explores related policy initiatives, such as data systems with teacher-level student learning results, that would help make pay for contribution happen.
Our Work
All of Public Impact’s work is designed to contribute to dramatic improvements in the quality of K-12 education in the United States. We focus our energy on high points of leverage in our educational system. We have selected our areas of focus, listed to the left, because they hold great promise as levers for change. By clicking each area of focus, you can learn more about the work we do. Across all of these areas, Public Impact employs several strategies to achieve our mission, including:
- Devising and advancing visionary but practical ideas about how to improve K-12 education;
- Scanning both education and cross-industry research to bring the most effective policy and management practices to education leaders;
- Creating user-friendly tools that help educators, policymakers, and parents do the work that needs doing;
- Working with leading nonprofit and public agencies committed to implementing cutting-edge ideas.
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