ERIC Number: ED481248
Record Type: Non-Journal
Publication Date: 2003
Reference Count: N/A
Salaries and Wages Paid Professional and Support Personnel in Public Schools, 2002-2003. A Reference Tool for School Administrators.
Williams, Alicia R.; Protheroe, Nancy; Parks, Michael C.
This annual survey is a collection of data on salaries and wages of 23 professional and 10 support positions selected to represent the full range of public-school employees. This current volume presents data collected in fall 2002 from 620 school systems employing some 1.4 million people (full-time employees only) for the 2002-03 school year. Also included is year-to-year, 5-year, and 10-year information on trends in public-school salaries and wages, with comparison with the Consumer Price Index for each of these periods. The volume is organized into three sections. Section I presents changes in salaries scheduled from 1992-93 to 2002-03. Section II presents salaries and wages paid professional and support staff in 2002-03. Section III presents scheduled salaries for professional personnel for 2002-03. Each section includes explanatory notes, highlights of noteworthy findings, and a wide array of tables intended to be used as references for school districts needing information about a specific position category. Appended are a worksheet for compiling local school system composite-indicator-of-change data and comparative composite-indicator-of-change data, summary tables, summary figures, an explanation on how the data were collected, and a glossary. (WFA)
Descriptors: Assistant Principals, Bus Drivers, Compensation (Remuneration), Contract Salaries, Elementary Secondary Education, Income, Librarians, Occupational Information, Principals, Public Schools, Salaries, School Business Officials, School Counselors, School Nurses, School Personnel, School Secretaries, School Statistics, Teacher Aides, Teachers, Wages
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Publication Type: Information Analyses; Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: Educational Research Service, Arlington, VA.