OSPI recently released its response to the EHB 2242 requirement that it provide salary grid recommendations for districts in the legislature’s new plan for funding educator salaries.
As a refresher: At it’s simplest, the legislature required that starting salaries at entry-level must be at least $40,000 per year, maximum salaries can start no higher than $90,000 per year, but regardless of those numbers, the average salary (allocation) per certificated staff member will sit at $64,000. In other words, no matter what a district chooses to pay its teachers, the state will only provide that district $64K per FTE cert staff.
By doling out a flat rate per teacher, the “staff mix” component of how schools were previously funded has been eliminated.
This is something all educators in Washington need to take notice of.
Staff mix is based on the reality that a district with more experienced staff (who receive higher pay on any salary schedule) will need a higher state allocation than a district with less experienced staff placed lower on that schedule. The Olympia School District did a great job of articulating the problem with eliminating staff mix: Districts staffed with experienced teachers will not receive adequate funding to pay teacher salaries. The illustrative scenarios below are drawn directly from the OSD’s communication about the fiscal impact of the loss of staff mix on their district alone:
- DISTRICT A has 100 teachers, and all 100 are early career teachers. As a result, District A receives more than adequate state funding to staff its schools. In fact, it receives more than it needs.
- DISTRICT B has 100 teachers, with roughly 50 more experienced than average and 50 less experienced than the state average (not the district average). District B received exactly the right amount of state funding to adequately fund salaries.
- DISTRICT C has 100 teachers, with roughly 70 on the more-experienced side and 30 on the less-experienced side. Provided only a flat rate per teacher, the district cannot afford to pay salaries for experienced staff.
It’s a mess: When the state funds based on an average (rather than staff mix), those 90K salaries are a smokescreen for the unfortunate reality that such a model basically requires that large numbers of teachers cycle out of the profession well before they achieve that 90K salary in order for the state’s flat-rate model to be sustainable. A compensation model that banks on high rates of teacher turnover in order to even work doesn’t seem like it is addressing the actual problem of compensating teachers in a way that recruits and retains the best. The only other guaranteed option is to simply pay every teacher the exact same salary. That might seem the simple and logical solution, but let’s pause to consider the impact this would have on recruiting and retaining quality teachers who in other work sectors in the real world would expect their pay to increase with added experience, training, and expertise.
(While we’re on the topic, here are my thoughts on why it matters to pay teachers more.)
The OLD salary allocation model, even with its flaws (including small numbers), at least based salary allocations on who that school actually employed. That allocation, based on actual staff numbers and experience levels, meant that even two districts with the exact same number of teachers, might receive different total allocations from the state because one staff might have a different “mix” of teachers with different levels of experience or advanced credits.
While responding to the legislature’s mandate to produce model salary grids for districts to consider, Superintendent Reykdal makes the point succinctly: “In the absence of a ‘staff mix’ factor that was eliminated by the Legislature beginning next school year, drafting a sample salary grid for districts has little meaning” (Source) If the state only funds $64K per teacher, per year, there is no “prototypical salary grid” that will make sense given that every single district in the state has a different staff mix.
I reiterate, it is a mess. In the coming legislative session, we as educators need to help our leaders understand what a mess they’ve created…and that restoring staff mix to the funding formula is a simple, do-able solution.