State Teacher Policy Database Homepage › Rhode Island › Policy Priority: Teacher Compensation

Performance Pay

Learn more about how Rhode Island is performing on Performance Pay 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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Rhode Island's Performance

Ungraded
NCTQ evaluates whether states are effectively using this policy lever by examining whether they require the use of performance when determining a teacher’s salary and whether they incentivize districts to incorporate performance into teacher pay. Explore the key actions below to learn more about how Rhode Island is implementing Performance Pay policies.

Why does this matter?

Research demonstrates that performance-based teacher compensation is linked to improved student outcomes.1 Performance pay can be particularly effective in schools that struggle to retain qualified teachers. By rewarding high-performing educators, these schools incentivize top talent to stay, leading to improved student achievement.

What are the key actions Rhode Island
should take?

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

    Texas
    Florida

    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 districts are paying teaches strategically to meet critical needs. Is yours?

    Learn more about how some districts are implementing differentiated compensation to fill critical gaps and improve student learning.

    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. The Review of Economic Studies, Volume 87, Issue 5, October 2020, Pages 2322–2355, https://doi.org/10.1093/restud/rdaa002
    2. Ladd, H. F., & Sorensen, L. C. (2017). Returns to teacher experience: Student achievement and motivation in middle school. Education Finance and Policy, 12(2), 241-279; Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458; Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7-8), 798-812.