Pay Scales: Illinois

Retaining Effective Teachers Policy

Look at National Findings

Goal

The state should give local districts authority over pay scales.

Meets a small part of goal

Suggested Citation:
National Council on Teacher Quality. (2011). Pay Scales: Illinois results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/IL-Pay-Scales-9

Analysis of Illinois's policies

Although Illinois gives local districts the authority for pay scales, the state requires minimum salaries based on teachers' years of experience and earned advanced degrees, in effect mandating how districts will pay teachers.

Recommendations for Illinois

Give districts full flexibility to determine their own pay structure and scales.
While Illinois does not require local districts to adhere to a state-dictated schedule, it still mandates a minimum salary based on years of experience and earned advanced degree, thereby not giving full authority to districts. Furthermore, considering that the minimum salary requirements are based on the 1980 school year, it is questionable that they serve any purpose at all.

Discourage districts from tying compensation to advanced degrees.
While leaving districts the flexibility to establish their own pay scale, Illinois should articulate policies that definitively discourage districts from tying compensation to advanced degrees, in light of the extensive research showing that such degrees do not have an impact on teacher effectiveness.

Discourage salary schedules that imply that teachers with the most experience are the most effective.
Similarly, Illinois should articulate policies that discourage districts from determining the highest steps on the pay scale solely by seniority.

State response to our analysis

Illinois commented that minimum salaries set in 1980 are not driving salary ranges. Districts negotiate directly to determine salary for teachers. The state is not involved in setting salaries. It is local control.

Compensation for Prior Work Experience

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Delivering Well Prepared Teachers

Expanding the Pool of Teachers

Identifying Effective Teachers

Retaining Effective Teachers

Exiting Ineffective Teachers

Research rationale

For evidence that degree status does not increase teacher effectiveness and should therefore not be automatically rewarded in teacher salary schedules, see the following:

C. Clotfelter, H. Ladd and J. Vigdor, "How and Why do Teacher Credentials Matter for Student Achievement?" National Bureau of Economic Research. Working Paper No. 12828 (2007); S. Rivkin, E. Hanushek, and J. Kain, "Teachers, Schools, and Academic Achievement." Econometrica (2005); R. Ehrenberg and D. Brewer, "Do School and Teacher Characteristics Matter? Evidence from High School and Beyond," Economics of Education Review, 1994; 14: 1-23. (Ehrenberg and Brewer found that an increase in the percentage of teachers with master's degrees was associated with lower gains among white students but higher gains among black students.); R. Murnane, The Impact of School Resources on the Learning of Inner City Children, (Cambridge, MA: Harper Collins, 1975); H. Kiesling, "Assignment Practices and the Relationship of Instructional Time to the Reading Performance of Elementary School Children," Economics of Education Review, 1984; 3(4): 341-50.B. Rowan, et al., "What Large-scale, Survey Research Tells Us About the Teacher Effects on Student Achievement: Insights from the Prospects Study of Elementary Schools," Teachers College Record (2002); 104(8): 1525-67.R. Ferguson, "Paying for Public Education: New Evidence on How and Why Money Matters," Harvard Journal on Legislation, 1991; 28: 465-98.D. Goldhaber and D. Brewer, "Evaluating the Effect of Teacher Degree Level on Educational Performance," Developments in School Finance, ed. W. Fowler, U.S. Department of Education, National Center for Education Statistics, 1997, 199-210.

For data on the high cost of salary differentials based on advanced degrees, see Marguerite Roza and Raegan Miller, July 2009, "Separation by Degrees," Center for American Progress.http://www.americanprogress.org/issues/2009/07/separation_of_degrees.html.

For evidence that experience does not directly correlate with teacher effectiveness, and therefore should not be the sole determinate of the highest steps on a pay scale, see the following:

J. King Rice "The Impact of Teacher Experience: Examining the Evidence and Policy Implications." CALDER: Urban Institute (2010); S. Rivkin, E. Hanushek, and J. Kain, "Teachers, Schools, and Academic Achievement." Econometrica (2005); C. Clotfelter, H. Ladd, and J. Vigdor, "How and Why Do Teacher Credentials Matter for Student Achievement?" National Bureau of Economic Research (2007); Kukla-Acevedo, "Do Teacher Characteristics Matter? New Results on the Effects of Teacher Preparation on Student Achievement." Economics of Education Review (2009); E. Hanushek and S. Rivkin, "How to Improve the Supply of High Quality Teachers." Brookings Institute (2004).

For information about alternative compensation for teachers, see the following:

Teaching Commission and USC California Policy Institute, "Understanding Alternative Teacher Compensation," USC California Policy Institute, 2005.Jennifer Azordegan, et al., "Diversifying Teacher Compensation: The Teaching Commission and Education Commission of the States," ECS (2005); Minnesota Department of Education, "Quality Compensation for Teacher (Q Comp) Contains Five Basic Components."

State Teacher Policy