As mentioned earlier, I have been on a quest to find the facts behind salaries. After waiting and waiting and not getting anywhere by waiting, I decided to FOIA the raw data and analyze it myself. Getting the data into an electronic spreadsheet was extremely time-consuming, and thus I am proud to present my work here and let anyone view the spreadsheet for themselves. The first “worksheet” is an index pointing to and explaining the other worksheets.
It is not my intention to cast either the CFT or the Administration/BOE in a particular light. Rather, this is my academic work on finding facts and figures. I also wish to make it quite clear that I am a strong supporter of the teachers; I would be remiss if this post were used to disparage teachers in any way.
There is a bit of consternation on both sides of the fence related to terms like “raises” and “incentives”. I am studiously attempting to avoid those terms and refer simply to “increases”, the observation of how a salary changes.
As I read through the teacher contracts of the past 10 years, it was clear to me that a salary has many components and that the salary schedule is a rather complex matrix of longevity increases and increases due to continuing education. I cannot hope to explain or understand why there are some years with very strange patterns as demonstrated via the “heatmap” worksheet; for instance, in 2009 a massive increase was given to 6th year teachers in the BA track. In 2012, sizable increases were doled out to two steps in the MA+30 track and the MA+60 track, each. It is also interesting to visualize how the salary schedule “freezes” at a certain point for those in the BA track; some teachers in 2011 received no salary change whatsoever, if they were in the BA track.
I do confess, Craig Walker challenged me to take a closer look at salaries which spurred me further to dig up the numbers. He suggested I take down a previous chart that showed teacher salary increases lagging behind the Consumer Price Index (CPI); even though I now know that the previous chart is biased and one-sided, I have decided to leave that chart “as is” because it demonstrates how hard it is to get real truth in certain circumstances.
So these are my facts. I have shown you all my work, my sources and my results. Please check them as you see fit.
Next time we have teacher contract negotiations, this is the kind of data I want to see. The fact that the data is archived in a printed format makes this entire exercise significantly more challenging, but not impossible.