Secondary school teachers have slightly higher median salaries than their elementary school counterparts in 2020. According to the U.S. Bureau of Labor Statistics, the lowest-paid teachers earned $41,330, and the highest-paid earned more than $102,130. Secondary school teachers were paid more in public schools than in private ones.
Larger class sizes
Larger class sizes are not the answer to improving graduation rates. Smaller classes allow teachers to offer more personalized attention to each student. This can help students who are struggling in school or may be thinking about dropping out. Smaller classes also encourage students to be more involved in their learning. In addition, smaller classes also help teachers build stronger relationships with students.
However, these benefits are not universal. Many high school students may not notice a significant improvement, particularly in English literacy and minority and at-risk students. Research suggests that small classes improve writing instruction. Students with smaller class sizes get feedback on several drafts, which helps them improve their work and retain it in college.
Larger class sizes also affect the ability of a district to recruit and retain teachers. According to the Learning Policy Institute, states with smaller class sizes and higher teacher pay have lower teacher turnover rates. While some may dismiss this as unimportant, the findings indicate that larger class sizes make it difficult to hire great teachers.
The benefits of smaller classes go beyond increased test scores. It may influence students’ life success as well. Studies show that reducing class size may improve students’ socioeconomic status, reduce crime, and decrease welfare dependency. Among students in the poorest third of U.S. schools, reduced class size increases their likelihood of attending college.
Larger class sizes make it harder to manage the learning environment and provide effective instruction. Teachers with smaller classes also feel better about their work. The reduction of class size is also beneficial for the economy. One study found that reducing class size in urban schools improved students’ non-cognitive skills.
The movement to reduce class sizes has prompted policymakers to address the issue again. Across the country, many states have implemented class-size reduction programs. The federal government has also joined in. Since 1998, $2.6 billion in federal funding has been directed toward school districts and states to hire more teachers.
One study in Wisconsin found that students in small classes scored better on standardized tests than their peers in large categories. That resulted from an experiment conducted in 1996 that targeted low-income students.
Racial-ethnic differences between high-school and elementary teachers are not uncommon. However, the data on race and ethnicity is mixed and inconsistent across states and regions. This disparity is stark in public school settings, particularly in low-income urban neighborhoods. Racial-ethnic teachers are two to three times more likely to work in such hard-to-staff settings than white non-Hispanic teachers. In addition, they are underrepresented in suburban schools and leave at high rates.
The study relies on data from student assessments and interviews with teachers. It then uses a formula to measure racial-ethnic diversity. This formula considers the proportion of students of each race and ethnicity in the school. The ratio of students in each group is then squared, and the results are given as a diversity index, with the highest score representing more ethnic diversity than the lowest.
The report also highlights the differences between elementary and high-school teachers. Among high-school teachers, Hispanic teachers are nearly twice as likely as white teachers. In addition, Hispanic teachers are slightly underrepresented in the student population. This suggests that some high-school teachers need to focus on diversifying their staff.
Racial-ethnic differences in STR are vital because they influence how teachers view their student’s academic abilities. Teachers’ perceptions of the power of their students are highly correlated with the quality of their students’ STR. This may account for the observed racial-ethnic differences in academic outcomes.
Another study investigated the relationship between school belonging and racial identity. The results showed that the E-EMR positively affected schools belonging to Multiracial students but not white ones. The effects were not statistically significant, however.
Racial-ethnic differences between high-school and elementary teachers can lead to disparities in the outcomes of students. For instance, a study published by Cook, C. R., and colleagues examined the difference between elementary and high-school teachers. The results of the study revealed that the E-EMR improved student-teacher relationships. The intervention enhanced student-teacher relationships and reduced disparities in student outcomes.