Gender Equity in Teachers’ Salaries: A Multilevel Approach

Abstract

This study investigates the possibility of differences in the salaries of male and female teachers in America’s secondary schools, once differences in their qualifications are taken into account. The random sample of 8,894 teachers in 377 high schools is from the Administrator and Teacher Survey, which collected data in 1983–1984 from a random subset of the schools originally sampled in the High School and Beyond study (Moles, 1988). In examining salary differences in public, Catholic, and other private schools, the study uses two techniques: ordinary least-squares (OLS) regression and hierarchical linear modeling (HLM). HLM allows for adjustment of differing labor market conditions between schools and districts, a factor identified in the literature as important but not systematically controlled heretofore. Qualification differences considered include training (education and courses taken in major teaching area), type of teaching (mathematics, science, coaching), and experience (years of experience and new teacher status). Other school factors that might justifiably affect salary levels are considered, including market conditions, the proportion of female faculty, school sector, whether the school offers extra pay for extra responsibilities, and whether the school participates in a merit pay program. Unadjusted salary differences of about $2,600 favoring males are reduced to about $1,100, $1,700, and $2,600 for public, Catholic, and other private schools, respectively, by statistical adjustment for qualifications, market, and responsibility differences. We must conclude, however, that significant salary discrimination against female teachers exists in all high school sectors.