The state should support differential pay for effective teaching in shortage and high-need areas. This goal is reorganized for 2021.
Shortage-Subject Areas: Pennsylvania does not support differential pay by which a teacher can earn additional compensation by teaching certain subjects. The state does offer the Scholars in Education and Loan Forgiveness programs. Recipients teach that teach math and science are eligible to receive up to $5,000 per academic year. However it's unclear if it's currently funded.
High-Need Schools: Pennsylvania does not offer incentives to teach at high-need schools. Pennsylvania's Teacher Recruitment Assistance Program provides loan repayment to teachers in "academic improvement public school districts." However it is unclear whether this program is currently funded.
The state's Urban and Rural Forgiveness Program, which provided loan forgiveness up to $10,000 for those teaching at high-need schools, is no longer funded.
Pennsylvania Code 22.121.201-207 and Chapter 121.151-160 Pennsylvania School Code of 1949 Sections 2601-I through 2604-I
Support differential pay initiatives for effective teachers in both shortage-subject areas and high-need schools.
Pennsylvania should encourage districts to link compensation to district needs. Such policies can help districts achieve a more equitable distribution of teachers.
Pennsylvania recognized the factual accuracy of this analysis. This analysis was updated subsequent to the state's review.
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.