The N.C. Supplemental Salary Fund 

Project Background

Due to their straightforward logic and seemingly simple application, strategic compensation reforms remain a popular policy choice for responding to inequities in the educator labor market. A growing body of research also suggests that strategic compensation reforms can offset inequities driven by uniform salary schedules and differences in non-financial characteristics of schools. Catalyzed in part by the COVID-19 pandemic’s negative effect on educators, North Carolina made a significant investment in strategic compensation initiatives when Governor Cooper signed SB 105, which included (a) a $1,800 bonus for principals; (b) a $2,800 bonus for most teachers; and (c) $100 million in recurring funds for a new state supplemental fund focused on helping low-wealth counties compete with bigger, wealthier counties when recruiting and retaining teachers (NCDPI, 2021a, 2021b, 2021c).   

Aims/Goals

The purpose of this study is to better understand North Carolina’s investments by comprehensively examining their implementation and impact on educator and student outcomes. We are interested in better understanding how districts used their strategic compensation funds that were made available by North Carolina, what the effects those strategic compensation fund reforms had on educator turnover, mobility, and quality, and finally to what extent the strategic compensation reforms affected student outcomes such as achievement on standardized tests.   

Potential Outcomes/Impact

Our overarching goal is to provide educational leaders across the state with a clear and comprehensive overview of how districts use the state’s investment in educator compensation, especially via ESSER III funds. Our analyses will also directly connect the impact of these compensation reforms on teacher and student outcomes. 

People

• Matthew G. Springer 
• Lam Pham (NC State) 
• Tamara Young (NC State) 
• Peyton Powers 
• Rachel Rowan (NC State) 

Publications

Updates coming soon