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ABSTRACT
Twenty-five Wisconsin school districts were located that had undertaken compensation reforms after state law drastically curtailed collective bargaining for teachers. Document reviews and interviews determined (a) the impetuses for pursuing compensation reform, (b) change process characteristics, and (c) the specific compensation reforms. Districts typically made multiple compensation changes, based on flexibility, financial, and talent needs. The change process typically involved a compensation change team to guide reform structure and implementation, and then district-wide implementation over a two to three year period. Examples of district change processes and reforms, along with indications of study limitations and implications for research, policy, and practice, are provided.
Acknowledgments
An earlier version of this paper was presented at the annual meeting of the Association for Education Finance and Policy, Washington DC, March 2017. Assistance for the research was provided by the Wisconsin Department of Public Instruction and the Wisconsin Association of School Boards.