High-Need Schools and Subjects: South
Carolina

Teacher Compensation Policy

Goal

The state should support differential pay for effective teaching in shortage and high-need areas. This goal is reorganized for 2021.

Meets goal in part
Suggested Citation:
National Council on Teacher Quality. (2022). High-Need Schools and Subjects: South Carolina results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/SC-High--Need-Schools-and-Subjects-96

Analysis of South Carolina's policies

Shortage-Subject Areas: South Carolina offers incentives that teachers can earn by teaching certain subjects or at high-need schools. The state's Teacher Loan Program allows eligible teachers to cancel portions of their student loans by teaching in "a critical subject or geographic area."  South Carolina also offers a conditional scholarship to licensed teachers to cover costs for an additional licensure area in special education. Recipients must commit to teaching in the new licensure area for a minimum of three years.

High-Need Schools: South Carolina does not offer incentives for teachers who teach at high-need schools, other than its loan forgiveness program. 

Teachers who are National Board Certified are eligible to receive a $5,000 annual salary stipend. However, this differential pay is not tied to teaching at high-need schools. 

Citation

Recommendations for South Carolina

Expand differential pay initiatives for teachers in shortage-subject areas and high-need schools.
Although the state's loan forgiveness program is a desirable recruitment and retention tool for teachers early in their careers, South Carolina should expand its program to include those who are already part of the teaching pool. A salary differential is an attractive incentive for every teacher, not just early career teachers with education debt.

Consider tying National Board supplements to teaching in high-need schools.
This differential pay could be an incentive to attract some of South Carolina's most accomplished teachers to low-performing schools.

State response to our analysis

South Carolina did not respond to NCTQ's request to review this analysis for accuracy.

Updated: May 2022

How we graded

8B: High-Need Schools and Subjects

  • Shortage-Subject Areas: The state should support differential pay for effective teaching in shortage-subject areas.
  • High-Need Schools: The state should support differential pay for effective teaching in high-need schools.
Shortage-Subject Areas
One-half of the total goal score is earned based on the following:

  • One-half credit: The state will earn one-half of a point if it explicitly supports differential pay in subject areas where there is a demonstrated educator shortage.
  • One-quarter credit: The state will earn one-quarter of a point if it partially supports differential benefits in subject areas where there is a demonstrated educator shortage (e.g., tuition reimbursement).
High-Need Schools
One-half of the total goal score is earned based on the following:

  • One-half credit: The state will earn one-half of a point if it explicitly supports differential pay for teachers in high-need schools.
  • One-quarter credit: The state will earn one-quarter of a point if it partially supports differential benefits for teachers in high-need schools (e.g., tuition reimbursement).
**States will lose a quarter point overall for lack of funding that, in practice, fails to support differential pay for teachers in high-need schools and/or shortage subject areas. 


Research rationale

States should help address chronic shortages and needs. States should ensure that state-level policies (such as a uniform salary schedule) do not interfere with districts' flexibility in compensating teachers in ways that best meet their individual needs and resources. However, when it comes to addressing chronic shortages, states should do more than simply get out of the way. They should provide direct support for differential pay for effective teaching in shortage subject areas and high-need schools.[1] Attracting effective and qualified teachers to high-need schools or filling vacancies in hard-to-staff subjects are problems that are frequently beyond a district's ability to solve. States that provide direct support for differential pay in these areas are taking an important step in promoting the equitable distribution of quality teachers.[2] Short of providing direct support, states can also use policy levers to indicate to districts that differential pay is not only permissible but necessary.


[1] For research that suggests high performing teachers tend to transfer to schools with a large proportion of other high performing teachers and students, while low performing teachers cluster in bottom quartile schools, see: Feng, L., & Sass, T. R. (2016). Teacher quality and teacher mobility. Education Finance and Policy. Retrieved from http://www.urban.org/uploadedpdf/1001506-teacher-quality-teacher-mobility.pdf; Another study found that the least effective teachers in high-poverty schools were considerably less effective than the least effective teachers in low-poverty schools. See: Sass, T. R., Hannaway, J., Xu, Z., Figlio, D. N., & Feng, L. (2012). Value added of teachers in high-poverty schools and lower poverty schools. Journal of Urban Economics, 72(2), 104-122. Retrieved from http://www.urban.org/UploadedPDF/1001469-calder-working-paper-52.pdf
[2] Clotfelter, C., Glennie, E., Ladd, H., & Vigdor, J. (2008). Would higher salaries keep teachers in high-poverty schools? Evidence from a policy intervention in North Carolina. Journal of Public Economics, 92(5), 1352-1370. Retrieved from
Would Higher Salaries Keep Teachers in High-Poverty Schools? Evidence from a Policy Intervention in North Carolina; Kowal, J., Hassel, B. C., & Hassel, E. A. (2008). Financial incentives for hard-to-staff positions. Center for American Progress. Retrieved from https://www.americanprogress.org/wp-content/uploads/issues/2008/11/pdf/hard_to_staff.pdf; A study by researchers at RAND found that higher pay lowered attrition, and the effect was stronger in high-needs school districts. Every $1,000 increase was estimated to decrease attrition by more than 6 percent. See: Kirby, S. N., Berends, M., & Naftel, S. (1999). Supply and demand of minority teachers in Texas: Problems and prospects. Educational Evaluation and Policy Analysis, 21(1), 47-66.