The state should support differential pay for effective teaching in shortage and high-need areas. This goal was consistent between 2015 and 2017.
Shortage-subject Areas: Kentucky supports differential pay by which a teacher can earn additional compensation by teaching certain subjects. Those teaching in critical shortage areas are eligible. The state does not currently address the amount of stipend or higher annual salary.
High-need Schools: Kentucky encourages each school district to develop differential pay programs to recruit and retain highly skilled teachers to serve in "difficult assignments and hard-to-fill" positions. The state treasury has established a professional compensation fund to provide grants to districts using such programs.
Teachers who are National Board Certified are eligible to receive a $2,000 annual salary supplement. However, this differential pay is not tied to teaching at high-need schools.
tying National Board supplements to teaching in high-need schools.
This differential pay could be an incentive to attract some of Kentucky's most accomplished teachers to low-performing schools.
Kentucky 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.