The state should support differential pay for effective teaching in shortage and high-need areas. This goal is reorganized for 2021.
Shortage-Subject Areas: California supports differential pay by which a teacher can earn additional compensation by teaching certain subjects. The state encourages public school employers to "provide incentives to teachers for accepting teaching assignments in areas of highest need."
High-need Schools: California has policy on the books that offers a $20,000 incentive award to teachers who earn certification from the National Board for Professional Teaching Standards (NBPTS) and who agree to teach at least 50% of the time at a high-need school (Academic Index of 5 or lower) for four consecutive years. The incentive is paid in $5,000 installments over the four years. However, this National Board Certification Incentive Program is no longer funded in the budget.
California Education Code 44395; 45028(e)
Prioritize funding for teaching in high-need schools. California has articulated policy to support differential pay and should therefore prioritize funding for teachers who teach in high-need schools.
California recognized the factual accuracy of this analysis.
8B: High-Need Schools and Subjects
States should help address chronic shortages and needs. States should ensure that state-level policies (such as a uniform salary schedule) do not interfere with districts' flexibility in compensating teachers in ways that best meet their individual needs and resources. However, when it comes to addressing chronic shortages, states should do more than simply get out of the way. They should provide direct support for differential pay for effective teaching in shortage subject areas and high-need schools. Attracting effective and qualified teachers to high-need schools or filling vacancies in hard-to-staff subjects are problems that are frequently beyond a district's ability to solve. States that provide direct support for differential pay in these areas are taking an important step in promoting the equitable distribution of quality teachers. Short of providing direct support, states can also use policy levers to indicate to districts that differential pay is not only permissible but necessary.