Many schools are experiencing troubling numbers of vacant teaching positions, with student achievement substantially below pre‐pandemic levels. At the same time many states and districts are discussing substantial across‐the‐board increases in teacher salaries, often aspiring to some arbitrary benchmark. General increases in teacher salaries may well be warranted in some, or even many, districts. However, existing research suggests that by themselves, across‐the‐board increases are not the most effective policy.This policy brief examines these issues in Virginia. It shows that schools with concentrations of poor students have substantially more teaching vacancies and much lower student achievement. It also shows that starting teacher salaries in Virginia have declined over the last 16 years and that lower salaries are associated with teacher vacancies. It is likely that the patterns documented in Virginia are found in many, perhaps most, other states. Policies to address these issues would increase teacher salaries generally with much larger increases for effective teachers who teach in high poverty schools and subjects with greater shortages, such as special education, math, and science.

中文翻译：

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教师工资、政策简介

许多学校的教学职位空缺数量令人不安，学生的成绩大大低于大流行前的水平。与此同时，许多州和地区正在讨论全面大幅提高教师工资，往往渴望达到某种任意的基准。在一些甚至许多地区，教师工资的普遍增长很可能是合理的。然而，现有研究表明，就其本身而言，全面增加并不是最有效的政策。本政策简报探讨了弗吉尼亚州的这些问题。它表明，贫困学生集中的学校的教师职位空缺要多得多，而学生的成绩要低得多。它还显示，弗吉尼亚州的起始教师工资在过去 16 年中有所下降，并且工资较低与教师空缺有关。弗吉尼亚州记录的模式很可能在许多（也许是大多数）其他州也能找到。解决这些问题的政策将普遍提高教师工资，其中对于在高度贫困学校和短缺程度较高的学科（如特殊教育、数学和科学）任教的高效教师，工资涨幅会大幅提高。