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What D.C. Is Proving About Teacher Salaries
Nobody is surprised to learn that the Washington Commanders pay players differently based on position and performance. Yet finding that this also holds true for D.C. public school teachers generally comes as a shock.<
https://www.washingtonpost.com/newsletters/opinions-pm/>
It is an even greater shock that D.C. students’ <
https://nces.ed.gov/nationsreportcard/tuda/> learning has improved more rapidly
over the past 15 years than that of students in 20 other urban districts whose performance we have assessed.
What’s the reason for the shock? The fact that it’s the near-universal approach
of the 13,000 public school districts in the United States to pay teachers on the basis of experience and extent of graduate education — not position or performance. This might not be so objectionable — except for the disquieting fact that teacher salaries then end up being virtually unrelated to effectiveness in the classroom.
[...]
Dallas provides a second example of the power of changing the focus of teacher pay to student performance. Under the leadership of then-Superintendent Mike Miles, Dallas in 2015 switched to a salary system based on a sophisticated evaluation of teacher effectiveness. It then used this system to provide performance-based bonuses to teachers who would agree to go to the lowest-performing schools in the district. Two things happened: First, the best teachers responded to the incentives and were willing to move to the poorest-performing schools. Second, within two years, these schools jumped <
https://www.educationnext.org/power-of-performance-pay-smart-teacher-retention-accelerated-student-achievement-dallas/>
up to the district average.
https://www.washingtonpost.com/opinions/2025/06/09/dc-dallas-schools-improvement-teachers/
If you pay people based on superior outcomes, you get superior outcomes. Who would have /*ever */guessed?
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What D.C. Is Proving About Teacher Salaries<br>
<br>
<div class="wpds-c-PJLV article-body type-text"
data-qa="article-body">Nobody is surprised to learn that the
Washington Commanders pay players differently based on position
and performance. Yet finding that this also holds true for D.C.
public school teachers generally comes as a shock.<a
class="wpds-c-dGsLpZ overrideStyles js-itid-click"
href="
https://www.washingtonpost.com/newsletters/opinions-pm/"
data-testid="subscribe-promo-button" target="_blank"
rel="noreferrer noopener" moz-do-not-send="true"><span
class="wpds-c-dxjemv"><span data-testid="subscribe-promo-text"></span></span></a><br>
<br>
It is an even greater shock that <a
href="
https://nces.ed.gov/nationsreportcard/tuda/"
target="_blank" moz-do-not-send="true">D.C. students’</a>
learning has improved more rapidly over the past 15 years than
that of students in 20 other urban districts whose performance we
have assessed.<br>
<br>
</div>
<div class="wpds-c-PJLV article-body type-text"
data-qa="article-body">What’s the reason for the shock? The fact
that it’s the near-universal approach of the 13,000 public school
districts in the United States to pay teachers on the basis of
experience and extent of graduate education — not position or
performance. This might not be so objectionable — except for the
disquieting fact that teacher salaries then end up being virtually
unrelated to effectiveness in the classroom.<br>
[...]<br>
Dallas provides a second example of the power of changing the
focus of teacher pay to student performance. Under the leadership
of then-Superintendent Mike Miles, Dallas in 2015 switched to a
salary system based on a sophisticated evaluation of teacher
effectiveness. It then used this system to provide
performance-based bonuses to teachers who would agree to go to the
lowest-performing schools in the district. Two things happened:
First, the best teachers responded to the incentives and were
willing to move to the poorest-performing schools. Second, within
two years, <a href="
https://www.educationnext.org/power-of-performance-pay-smart-teacher-retention-accelerated-student-achievement-dallas/"
target="_blank" moz-do-not-send="true">these schools jumped</a>
up to the district average.<br>
<br>
<a class="moz-txt-link-freetext" href="
https://www.washingtonpost.com/opinions/2025/06/09/dc-dallas-schools-improvement-teachers/"
moz-do-not-send="true">
https://www.washingtonpost.com/opinions/2025/06/09/dc-dallas-schools-improvement-teachers/</a><br>
<br>
If you pay people based on superior outcomes, you get superior
outcomes. Who would have <i><b>ever </b></i>guessed? <br>
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