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Most public school teachers in the United States are enrolled in defined benefit (DB) pension plans. Using administrative microdata from four states, combined with national pension funding data, we show these plans have accumulated substantial unfunded liabilities--effectively debt--owing to previous plan operations. On average across 49 state plans, an amount that exceeds 10% of current teachers' earnings is being set aside to pay for previously accrued pension liabilities. To the extent that the costs of the unfunded liabilities drag on teacher compensation, they may exacerbate problems of teacher recruitment and retention. We briefly discuss three policy changes that could end or reduce the accumulation of unfunded liabilities in educator pension plans: (1) transition teachers to defined-contribution retirement plans, (2) transition teachers to cash-balance retirement plans, and (3) tighten the link between funding and benefit formulas within the current defined-benefit structure.

There is increased policy interest in extending test-based evaluations in K-12 education to include student achievement in high school. High school achievement is typically measured by performance on end-of-course exams (EOCs), which test course-specific standards in a variety of subjects. However, unlike standardized tests in the early grades, students take EOCs at different points in their schooling careers. The timing of the test is a choice variable presumably determined by input from administrators, students, and parents. Recent research indicates that school and district policies that determine when students take particular courses can have important consequences for achievement and subsequent outcomes such as advanced course taking. We develop an approach for modeling EOC test performance that disentangles the influence of school and district policies regarding the timing of course taking from other factors. After separating out the timing issue, better measures of the quality of instruction provided by districts, schools, and teachers can be obtained. Our approach also offers diagnostic value because it separates out the influence of school and district course-timing policies from other factors that determine student achievement.

We examine pension-cost crowd out of salary expenditures in the public sector using a 15-year data panel of state teacher pension plans spanning the Great Recession. While there is no evidence of salary crowd out prior to the Great Recession, there is a shift in the post-recession years such that a 1% (of salaries) increase in the annual required pension contribution corresponds to a decrease in total teacher salary expenditures of 0.24%. The effect operates through changes to the size of the teaching workforce, not changes to teacher wages. An explanation for the effect heterogeneity pre- and post-recession is that public employers are less able to shield the workforce from pension costs during times of fiscal stress. This problem is exacerbated because unlike other benefit costs, such as for health care, pension costs are countercyclical. [ABSTRACT FROM AUTHOR]