I read an interesting report on
Teachers salary and the impact on student learning. The report was written by David
R. Johnson for the CD Howe Institute. As a BC Teacher, I was not surprised to
see that we were the lowest paid. I am proud of the fact we in BC are students have
consistently received high academic results.
After reading the commentary I am drawn to the conclusion that the CD Howe Institute is laying the groundwork which will allow provincial governments to slow the growth of teachers salary and benefits as stated here:
Across these six provinces, the reality is that paying teachers relatively
more is not associated with better results.
This Commentary comes to two clear
conclusions. Public teacher compensation, when measured using relative
earnings, shows significant variation across the six largest Canadian
provinces. However, comparable student achievement assessment results are not
lower in provinces where teachers are paid relatively less. Factors other than
teacher compensation that are unexplored here may better explain the
interprovincial variation in student achievement results.
The policy implications are fairly clear. There
appears to be room to reduce the growth of teacher compensation relative to
other occupations so that teachers in other provinces end up in similar salary
percentiles to teachers in BC. It would also seem that other provinces could
implement much less generous pension rules, emulating those in British
Columbia. The BC PISA results suggest that, despite considerably lower levels
of overall relative compensation, BC attracts persons to be teachers who
produce high-quality outcomes.
It is unrealistic to expect that such a compensation change could
occur quickly in provinces where teacher salaries fall into higher percentiles.
Still, relative salaries could be
reduced gradually by having a series of wage settlements where increases are
less than the rate of inflation. Pension factors could also be adjusted very
gradually so that the 85 (or 80 in the case of Manitoba) factor could rise by
six months each year for a decade. This would allow an orderly change in
retirement plans by teachers.
In the report Mr. Johnson also
makes some other interesting points, which are summarized below:
In this Commentary,
I look at teacher compensation in elementary and secondary publicly funded
schools across Canada’s six most populous provinces and ask, “Do provinces that
pay their teachers more achieve better results?”
There is significant variation in teacher salaries in these
provinces – Ontario, Quebec, British Columbia, Alberta, Manitoba and
Saskatchewan. Manitoba and Ontario pay the most relative to other employees in
their own province, while BC teacher wages are usually the lowest in relative
terms.
In examining comparable academic assessments of teacher salaries
and student achievement in these six Canadian provinces, I have come to this
conclusion: there is no clear relationship between province-wide student
results and relative teacher pay. For example, BC students, whose public school
teachers have among the lowest relative salaries, generally achieve the same or
better academic results as students in other provinces.
These findings suggest that factors other than high salaries and
attracting stronger candidates into teaching play an important role in
achieving better results. Indeed, the slightly better student achievement
results (they are only slightly better and often not statistically different)
in British Columbia and Alberta might lead policymakers to ask what other
factors play a role in those provinces.
The menu of possibilities is quite large. Richards et al. (2008)
and Richards (2014) show that British Columbia handles its Aboriginal students
differently than other provinces and gets more positive outcomes. Friesen et
al. (2015) make the argument that open enrolments at schools and the ensuing
competition for students in British Columbia could be an important factor in
attaining these better results.
Among the many policies and unique characteristics that may
explain the differences in student assessment results across the provinces,
this Commentary eliminates only
the argument that paying teachers more is associated with better student
performance.
One substantial difference among the six (provincial) plans is the
time to qualify for a full pension without a reduction in benefits. BC teachers
have the least generous formula to qualify – age plus years of service must
total 90. Manitoba teachers have the most generous formula – age plus years of
service must add up only to 80. Alberta, Saskatchewan and Ontario all use 85 as
the qualifying factor. Quebec applies a more complicated formula in which the
eligibility rule seems to fall between the 85 and 90 factors.
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