You Get What You Pay For: Why We Need to Invest in Strategic Compensation Reform Matthew G. Springer1 University of North Carolina at Chapel Hill August 2019 1 Matthew G. Springer is the Robena and Walter E. Hussman, Jr. Distinguished Professor of Education Reform at the University of North Carolina at Chapel Hill. I greatly appreciate helpful comments and suggestions from Eric Houck, Matt Kraft, Jim Guthrie, Lam Pham, and Luis Rodriguez as well as course participants in Carolina’s Accountability and Incentives Ph.D. seminar and the National Institute for Excellence in Teaching’s roundtable on the future of public education. The usual disclaimers apply. Contact information:
[email protected]. 1 Abstract This article draws on recent insight regarding the distribution and mobility of highly effective teachers, student access to top-performing educators, and research on the effectiveness of strategic compensation reforms to argue that the single salary pay schedule has resulted in disturbing inequities for students and inefficiencies in resource allocation. These inequities are particularly alarming given that strategic compensation reforms hold promise for not only improving the quality of public education overall, but ensuring quality educational opportunities for students from traditionally underserved communities. Simply put, strategic compensation reform can meaningfully impact public education, and it is time this potential is recognized and utilized. 2 Introduction Teacher compensation reform is an increasingly common strategy to enhance academic outcomes in the United States public elementary and secondary school system. School districts, state education agencies, and national and federal initiatives currently fund the development and implementation of programs that compensate teachers based on their performance and/or differentiate teacher pay in response to market conditions.