Teacher Compensation Policy
The state should support differential pay for effective teaching in shortage and high-need areas. This goal is reorganized for 2021.
Shortage-subject Areas: Utah teachers of subjects deemed as critical shortage areas by the state—secondary math, integrated science (grades 7 and 8), chemistry, physics, computer science, or special education—are eligible for an annual salary supplement of $4,100. Recent legislation defines an "eligible teacher" as one who is a new employee or received at least a satisfactory rating on the most recent evaluation.
High-need Schools: Utah's National Board Certified teachers are eligible to receive a $1,000 bonus; those teaching at a Title I school are eligible for an additional $1,000 bonus, totaling $2,000.
Utah also offers an Effective Teachers in High Poverty Schools Incentive Program, which offers salary bonuses to teachers who are employed in a high-poverty school and achieve a median growth percentile of 70 or higher. A high-poverty school is defined as one with more than 20% of students affected by intergenerational poverty or 70% or more qualifying for free or reduced lunch. However, there is no evidence on the state's website that this program is currently being funded.
Utah Code 53F-2-504, -520 R277-925
Prioritize funding for teaching in high-need schools.
Utah has articulated policy to support differential pay and should therefore prioritize funding for teachers who teach in high-need schools.
Utah 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.