[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-587866-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-587866-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","effective-teachers-in-high-poverty-schools-incentive-program-report-november-2025","Effective Teachers in High Poverty Schools Incentive Program Report - November 2025","","Utah State Board of Education evaluates whether the Effective Teachers in High Poverty Schools Incentive Program improves recruitment and retention of effective teachers in high poverty schools. Statutory requirements require annual evaluation after third-year salary bonus payments using teacher surveys and turnover comparisons. For 2024–2025, 208 teachers received a $7,000 bonus. Findings report little evidence of improved recruitment, while retention appears driven by broader factors, including satisfaction and motivation tied to students’ needs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/effective-teachers-in-high-poverty-schools-incentive-program-report-november-2025/587866/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/effective-teachers-in-high-poverty-schools-incentive-program-report-november-2025/587866.png","ImageObject",300,407,{"name":42,"@type":43},"Bintang","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the statutory requirement ask the Board to evaluate?","Question",{"text":63,"@type":64},"It requires evaluating whether the salary bonus improves recruitment and retention of effective teachers in high poverty schools, using teacher surveys and comparing turnover rates between teachers who receive the bonus and those who do not.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many teachers received the salary bonus in the 2024–2025 school year and what was the amount?",{"text":68,"@type":64},"In 2024–2025, 208 teachers received a $7,000 salary bonus.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the report conclude about recruitment and retention?",{"text":72,"@type":64},"The report finds very little evidence that the program is used to recruit teachers to high poverty schools, and it finds limited evidence overall. For retention, many surveyed teachers stay due to broader factors such as satisfaction working with students from low-income families and the impact they make.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},587866,1792191533,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","THE UTAH STATE BOARD OF EDUCATION  \nReport to the Education Interim Committee  \nEffective Teachers in High Poverty Schools Incentive Program Report  \nNovember 2025  \nJonathan Collins  \nResearch Consultant  \n[Jonathan.collins@schools.utah.gov](Jonathan.collins@schools.utah.gov)  \nErica Horsley  \nTSSP, National Board, and ETHPS Program Specialist  \n[Erica.horsley@schools.utah.gov](Erica.horsley@schools.utah.gov)  \nMeghan Everette  \nDirector, Teaching & Learning  \n[Meghan.Everette@schools.utah.gov](Meghan.Everette@schools.utah.gov)  \nEffective Teachers in High Poverty Schools Incentive Program Report  \nSTATUTORY REQUIREMENT  \nU.C.A. Section 53F‐2‐513 requires the Utah State Board of Education, after the third year salary bonus payments are made, to evaluate the extent to which a salary bonus improves recruitment and retention of effective teachers in high poverty schools by at least surveying teachers who receive the salary bonus and examining turnover rates of teachers who receive the salary bonus compared to those who do not. Moving forward, the State Board is required submit this evaluation annually to the Education Interim Committee.  \nEXECUTIVE SUMMARY  \nDuring the 2017 General Session, the Legislature passed House Bill 212, Incentive for Effective Teachers in High Poverty Schools, which provides an annual salary bonus to eligible teachers in high poverty schools. This report is provided to the Education Interim Committee to evaluate the extent to which a salary bonus improves recruitment and retention of effective teachers in high poverty schools. During the 2024-2025 school year, 208 teachers received a salary bonus of $7,000.  \nAs noted in previous evaluations, this evaluation does not find strong evidence that the salary bonus improves teacher recruitment and retention. It finds very little evidence that the program is being used to recruit teachers at high poverty schools. In terms of retention, for many of the teachers surveyed, their main reason for teaching in their current school is that they find satisfaction in working with students from low-income families and diverse backgrounds and the impact they make in the lives of their students. In other words, the data suggest that teachers stay in high poverty schools due to a broader subset offactors. Many teachers described the salary bonus as a form of recognition and motivation. Fifty-eight teachers (66%) indicated that the salary bonus had influenced their personal career decisions, often encouraging them to stay in their schools. However, eight teachers (9%) shared that they expect to either leave the teaching profession or move to a different school within the next 12 months despite receiving the salary bonus.  \nBACKGROUND  \nIn the 2017 General Session, the Legislature passed House Bill 212, Incentive for Effective Teachers in High Poverty Schools, which provides an annual salary  \nbonus to eligible teachers in high poverty schools. For the purposes of the program, a high poverty school means a public school in which more than 20% of the enrolled students are classified as children affected by intergenerational poverty (IGP) or 70% or more of the enrolled students qualify for free or reduced lunch. Alternatively, a school qualifies if it has previously met the 20% IGP criteria and for each school year since meeting that criteria at least 15% of the enrolled students at the school have been classified as children affected by intergenerational poverty or the school has previously met the 70% free or reduced lunch criteria described above and for each school year since meeting that criteria at least 60% of the enrolled students at the school have qualified for free or reduced lunch.  \nAn eligible teacher must be employed as a teacher in a high poverty school atthe time the teacher is considered for a salary bonus and, in the two years prior, achieves a median growth percentile of 70 or higher while teaching at an eligible public school in the state a course for which","cbCaitcPp5ydeGVf","https://ap.wps.com/l/cbCaitcPp5ydeGVf","pdf",269070,"English","# Statutory Requirement\n# Executive Summary\n# Background\n# Program Participation\n# Salary Bonus","[{\"question\":\"What does the statutory requirement ask the Board to evaluate?\",\"answer\":\"It requires evaluating whether the salary bonus improves recruitment and retention of effective teachers in high poverty schools, using teacher surveys and comparing turnover rates between teachers who receive the bonus and those who do not.\"},{\"question\":\"How many teachers received the salary bonus in the 2024–2025 school year and what was the amount?\",\"answer\":\"In 2024–2025, 208 teachers received a $7,000 salary bonus.\"},{\"question\":\"What does the report conclude about recruitment and retention?\",\"answer\":\"The report finds very little evidence that the program is used to recruit teachers to high poverty schools, and it finds limited evidence overall. For retention, many surveyed teachers stay due to broader factors such as satisfaction working with students from low-income families and the impact they make.\"}]","Effective Teachers in High Poverty Schools Incentive Program Report - November 2025 | PDF",1792063414]