Researchers Gema Zamarro, Andrew Camp, Josh McGee, Taylor Wilson, and Miranda Vernon from the University of Arkansas examined the early impacts of the Arkansas LEARNS Act, a comprehensive school reform law, and found that while the law positively impacted teacher salaries, its immediate effect on teacher retention was limited.
The LEARNS Act, signed into law in March 2023 and implemented in the 2023-24 school year, raised the minimum teacher salary from $36,000 to $50,000 and ensured a minimum $2,000 raise for those already earning above that threshold. By comparing teacher compensation policies from the year before and the first year of implementation, the researchers found that the LEARNS Act significantly reduced variation in starting salaries across districts, especially benefiting rural and high-poverty districts that had previously paid teachers less. However, within districts, pay differences for experienced teachers narrowed, with most districts paying the minimum $50,000 salary to teachers with bachelor’s degrees, regardless of experience. Despite this, differences in pay for experienced teachers across districts persisted.
When the researchers integrated this data with teachers’ administrative records, they found no correlation between workforce exits and salary increases following the LEARNS Act, suggesting that higher salaries didn’t significantly impact retention. The study also did not find a statistically significant increase in teachers moving to districts with shortages. However, one positive trend was identified: the new salary schedules appear to have reduced the likelihood of teachers transitioning to non-instructional roles, particularly among mid- and late-career teachers.
While the initially limited effects of such a significant funding increase may seem discouraging for addressing staffing challenges, the authors suggest that more positive outcomes may emerge over time as districts and teachers adjust to the new legislation. However, they also note that salaries alone may not be sufficient to address the state’s teacher staffing challenges, and more innovative solutions may be necessary.