The issue of teacher pay is among the most enduring in debates about the teaching profession. Many believe that more ambitious, driven individuals would be attracted to teaching if there were greater earning potential and a more direct correlation between effort and compensation. Houston recently became the nation’s largest school district to implement a merit pay plan for teachers based on student test scores. Denver, another large school district, has recently done so as well.
In an informal online poll that ran from January 6 to February 24, 2006, visitors to TeachersCount.org were asked whether level of education, merit/job performance, or years in the classroom should most affect teacher pay.
In total there were 433 respondents, 268 of whom described themselves as educators. Of all respondents:
- 50.8 percent answered “merit/job performance”
- 24 percent said “years in the classroom”
- 17.1 percent said “level of education”
- and 8.1 percent were undecided.
The numbers differed substantially between the educator and non-educator groups.
Among educators:
- 41.8 percent answered “merit/job performance”
- 29.1 percent said “years in the classroom”
- 19.8 percent said “level of education”
- and 9.3 percent were undecided.
Among non-educators:
- 65.5 percent answered “merit/job performance”
- 15.8 percent said “years in the classroom”
- 12.7 percent said “level of education”
- and 6.1 percent were undecided.
The poll invited respondents to comment, and many of them did. Below is a sampling of comments arranged by answer:
