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University of Arkansas, Fayetteville

Educational Assessment, Evaluation, and Research

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Teachers

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Full-Text Articles in Education

Changes In Teacher Salaries Under The Arkansas Learns Act, Gema Zamarro, Andrew Camp, Josh Mcgee, Taylor Wilson, Miranda Vernon Nov 2023

Changes In Teacher Salaries Under The Arkansas Learns Act, Gema Zamarro, Andrew Camp, Josh Mcgee, Taylor Wilson, Miranda Vernon

Education Reform Faculty and Graduate Students Publications

  • The LEARNS Act:
    • Increased the state’s minimum teacher salary from $36,000 to $50,000,
    • Guaranteed all teachers a minimum raise of $2,000, and
    • Removed the minimum teacher salary schedule and relaxed other salary schedule requirements in state law.
  • Before LEARNS, starting teacher salaries in almost all school districts were below the new minimum salary of $50,000.
  • The average entry-level teacher salary for those holding a bachelor’s degree was about $38,000, with 39% of districts paying the pre-LEARNS minimum salary of $36,000.
  • Starting teacher salaries under LEARNS are now more equally distributed, with minimal variation across districts.
  • This school year, 97% of …


A Glimpse Into Arkansas Teachers’ Grading Practices 2022-23, Sarah Morris, Sarah C. Mckenzie Apr 2023

A Glimpse Into Arkansas Teachers’ Grading Practices 2022-23, Sarah Morris, Sarah C. Mckenzie

Arkansas Education Reports

This case study assesses the current, self-reported grading practices among Arkansas teachers. We distributed a Teachers’ Grading Perceptions survey in November, 2022, and we conducted semi-structured interviews with teachers and principals in January-February, 2023. We gathered both quantitative and qualitative data from the teacher survey, and we used interviews to collect themes for current grading practices in Arkansas’s schools. We generated a grading equity scale from the survey questions, verified by a reliable alpha coefficient = 0.83, and we use this in a multivariate regression to explore teacher characteristics and their likelihood of favoring grading equity practices. We collected themes …


A Glimpse Into Arkansas Teachers’ Grading Practices, Sarah Morris, Sarah C. Mckenzie Apr 2023

A Glimpse Into Arkansas Teachers’ Grading Practices, Sarah Morris, Sarah C. Mckenzie

Education Reform Faculty and Graduate Students Publications

This case study assesses the current, self-reported grading practices among Arkansas teachers. We distributed a Teachers’ Grading Perceptions survey in November, 2022, and we conducted semi-structured interviews with teachers and principals in January-February, 2023. We gathered both quantitative and qualitative data from the teacher survey, and we used interviews to collect themes for current grading practices in Arkansas’s schools. We generated a grading equity scale from the survey questions, verified by a reliable alpha coefficient = 0.83, and we use this in a multivariate regression to explore teacher characteristics and their likelihood of favoring grading equity practices. We collected themes …


Understanding How Covid-19 Has Changed Teachers’ Chances Of Remaining In The Classroom, Gema Zamarro, Andrew Camp, Dillon Fuchsman, Josh B. Mcgee Aug 2021

Understanding How Covid-19 Has Changed Teachers’ Chances Of Remaining In The Classroom, Gema Zamarro, Andrew Camp, Dillon Fuchsman, Josh B. Mcgee

Education Reform Faculty and Graduate Students Publications

The 2020-2021 academic year was a year like no other. After nationwide school closures during the spring of 2020, schools reopened in the fall of 2020 using combinations of in-person, hybrid, and remote learning models. Teachers had to adapt to unexpected conditions, teaching in unprecedented ways, using synchronous and asynchronous instruction, while also being challenged to establish connections with students, families, and colleagues. Health concerns added to the mix as some teachers went back to in-person education during the height of the pandemic. As a result, teachers' levels of stress and burnout have been high throughout these unusual pandemic times …


National Board Certified Teacher Incentive Bonuses: Senate Bill 555, Sarah C. Mckenzie, Gary W. Ritter Mar 2017

National Board Certified Teacher Incentive Bonuses: Senate Bill 555, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

National Board Certification is a voluntary process that, according to the National Board for Professional Teaching Standards, certifies that they “have developed and demonstrated the advanced knowledge, skills, and practices required of an outstanding educator.” Currently, National Board Certified (NBC) teachers in an Arkansas public school receive an annual bonus of $5,000 for up to 10 years. In this brief, we examine NBC in Arkansas and Senate Bill 555, which proposes the modification and enhancement of NBC incentive bonuses for teachers receiving certification after January 2018.