From Candidate to Classroom: Research-Based Practices for Recruiting and Hiring Highly-Effective Teachers
Category: Staffing, Finance, and Operations
Attracting and retaining a high-quality teacher workforce is a central challenge for education policy, and higher teacher salaries are often proposed as a solution. The LEARNS Act increased Arkansas's minimum teacher salary from $36,000 to $50,000, guaranteed all teachers a minimum raise of $2,000, and provided school districts with the flexibility to deviate from traditional, seniority-based salary schedules. We collected districts' teacher salary schedules one year before and after implementation and integrated these data with administrative records to study districts’ adjustment to the law and teacher retention during the first three years of the reform. We find that districts made the minimum adjustments necessary to meet the new requirements. These changes increased the competitiveness of starting salaries across districts and reduced salary variation statewide. The Act also substantially increased salaries in rural and high-poverty districts, weakening the negative relationship between starting salaries, student poverty, and rurality. Using a triple-difference design, we find that teachers who received raises exceeding the $2,000 minimum were more likely to remain in their districts, with the strongest retention effects among those receiving the largest increases. We also find evidence that these effects may fade as inflation erodes the real value of the initial salary gains.
Keywords
teacher compensation, teacher recruitment, teacher retention, teacher turnover
Education level
Document Object Identifier (DOI)
10.26300/f56r-2b92
