State Teacher Policy Database Homepage › Ohio › Policy Priority: Teacher Compensation

Pay for Prior Work Experience

Learn more about how Ohio is performing on Pay for Prior Work Experience in the Teacher Compensation policy area.
Go to a policy lever Differentiated Pay for Hard-to-Staff Schools and Subjects Performance Pay Pay for Prior Work Experience
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Ohio's Performance

Ungraded
NCTQ evaluates whether states are effectively using this policy lever by examining whether they direct districts to adjust starting salaries for new teachers with relevant work experience. Explore the key actions below to learn more about how Ohio is implementing Pay for Prior Work Experience policies.

Why does this matter?

More often than not, average teacher salaries do not match the salaries of professionals with similar education in the same area, especially starting salaries.1 This makes attracting career-switchers to the field of education extremely challenging.

What are the key actions Ohio
should take?

    • See what these exemplars are doing in this policy area:

    North Carolina
    Indiana
    Louisiana

    Key Resources

    State of the States 2022: Teacher Compensation Strategies

    Explore NCTQ’s detailed state analysis of teacher compensation strategies.

    Explore resource

    Smart Money 2.0

    Uncover teachers' salaries across 90 districts nationwide, learn about strategies to increase pay, and discover missed opportunities for raising compensation and improving outcomes.

    Explore resource

    More than just words: 7 Approaches to monitoring the implementation of reading laws

    Dive into how states are turning policy into practice.

    Explore resource

    What are the long term effects of teacher performance pay on student outcomes?

    Read more about the research behind teacher performance pay.

    Explore resource
    References
    1. Saenz-Armstrong, P. (2021); Baker, B. D., Di Carlo, M., & Weber, M. (2019). School finance and teacher pay competitiveness. Albert Shanker Institute and Rutgers Graduate School of Education.
    2. Brobst, J., Markworth, K., Tasker, T., & Ohana, C. (2017). Comparing the preparedness, content knowledge, and instructional quality of elementary science specialists and self‐contained teachers. Journal of Research in Science Teaching, 54(10), 1302-1321. https://doi.org/10.1002/tea.21406.
    3. Hynes, M. M. (2012). Middle-school teachers’ understanding and teaching of the engineering design process: a look at subject matter and pedagogical content knowledge. International Journal of Technology and Design Education, 22(3), 345-360. https://doi.org/10.1007/s10798-010-9142-4.