Category: Elevate Teachers

What Is A Pink-Collar Job? 

In 1967, William Jack Baumol coined the term “pink-collar jobs” to highlight the discrepancies faced by those working in industries historically associated with women. Pink-collar roles include nurses and medical assistants, administrative workers, cosmetologists, social workers, retail and customer service workers, and teachers. These roles span from office (or “white collar”) work to more physically intensive (or “blue collar”) work, but share a few key traits: 

• They have historically (and presently) been primarily staffed by women. 
• They face significant wage disparities compared to their white and blue collar counterparts. 
• They typically involve a significant amount of emotional labor and/or service.  

While some historically women-dominated jobs, such as tobacco manufacturing, are no longer primarily staffed by women, one of the pink-collar fields that has persisted for centuries is education. 

From daycare workers to classroom teachers to language pathologists, those working in education do the critical work of preparing future generations, while being met with the obstacles and inequities that those in all pink-collar industries face. 

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Who Are Public School Teachers? 

To give a quick layout of the education landscape, according to the National Center for Education Statistics, 78% of public-school teachers are women.  

That gender discrepancy skyrockets when you look at teachers of younger students. In 2022, 97% of all preschool and kindergarten teachers were women. With this stark gender imbalance in the field, it is frustrating but unsurprising that there is a massive pay gap between teachers and other comparable industries.   

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The Pink-Collar Penalty  

Most public-school teachers (58%) have a master’s degree, but their median pay is nearly $20,000 lower than other workers with an advanced degree. They are also paid significantly less than other government workers with similar education requirements  

In fact, teachers are paid less than the average employee in every state in the U.S. besides Hawaii. When we consider that 98% of teachers have at least a bachelor’s degree, compared to just 38.7% of all U.S. workers, the below average pay for teachers is even more jarring.  

While teachers are making less than most workers of comparable educational attainment, they are expected to do significant amounts of emotional labor that goes far beyond their job descriptions. Many adults can share stories of when a teacher has stepped in to support them in massive ways, from providing emotional support during difficult times, to providing food and helping to secure resources for students from low-income backgrounds.  

This support is being provided to an ever-increasing number of students as classroom sizes balloon, without the teacher workforce being increased to match.  

At the same time, they’ve been thrown under the bus by bad faith actors using classrooms for political games. Teachers have faced extreme harassment for teaching accurate accounts of history, or about the theory of evolution.  

Teachers are not giving the training or resources to be doing this amount of psychological and social services support. It is no wonder that so many teachers report increased levels of anxiety and burnout—something that’s pushing many out of the field and further increasing the strain on those who stay.  

As Connecticut teacher, Elsa Batista phrased it,

Teachers deserve to be paid fairly for their work, which is essential to the functioning of any society. They also must be provided with significantly more support, from classroom resources to mental health services. Finally, our elected officials must work to increase the number of students graduating with teaching degrees and relieve the burden on already exhausted teachers.

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About us: Stand for Children is a unique catalyst for educational success and social progress.

Recently, I received a full-ride scholarship. I know this wouldn’t have been possible without my incredible teacher, Mrs. Lizer. When my mamá was deported and I felt completely lost, she stepped in during one of the darkest times in my life and became a source of strength and hope. 

I want to acknowledge my incredible teacher, Mrs. Lizer, because I understand how much teachers give—not just in teaching, but in supporting their students in every way possible. She connected my family with legal support, food, and housing assistance, but her care didn’t stop there. She continues to stand with me, encouraging me, offering guidance, and reminding me that I’m never alone. Her unwavering support has meant the world to me, and for that, I’ll be forever grateful. 

Watch my story to learn about my teacher who went above and beyond when I needed her the most: 

After you watch my story, please take a moment to celebrate and uplift a teacher who has made a positive impact in your life. It’s teacher appreciation month and your heartfelt tribute can inspire others. Your story can also highlight the dedication and passion of teachers who are often underappreciated for all they do both inside and outside of the classroom.  

We need to dramatically increase pay for our most effective teachers. Watch my story to learn about my teacher who went above and beyond when I needed her:

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From supporting educators to increasing our graduation rates, it’s critical that our legislators work to ensure our schools and students have the funding, tools, and resources they need to prepare young people and our communties for long term success.

Help us advocate for students this legislative session by pledging to take action!

On February 5, three Stand for Children Indiana advocates testified on House Bill 1500. Each advocate shared their stories and explained why they support teacher appreciation grants being used to dramatically increase pay for our most effective teachers. Watch their testimonies here:

Virginia Ramos

Swantella Nelson

Dontia Dyson:

High-performing educators, which directly relate to school and student success, are undervalued in Indiana. We need to retain our best teachers, including those who teacher hard-to-staff positions, and ensure they receive a dramatic increase in salary.

As a previous teacher, Virginia shared her story with us because understands the struggles of many Indiana teachers and cares about our students.

Watch her story here:

If you agree, that we need to dramatically increase pay for our most effective teachers, sign this pledge to act today.

When teachers leave the profession, student achievement suffers. Your story can make a difference this legislative session as we push for long-term incentives for highly effective teachers to remain in Indiana’s public schools, especially in hard-to-staff schools or high-needs subjects.

In my 12 years at Stand for Children Indiana, there may not be an issue that garners more consensus from parents than the need to stop the revolving door of educators in our schools. 

While each parent advocate has had their own personal story to tell, the themes are eerily similar – a life-changing teacher has made a huge impact on their kiddo only to find out that the educator is soon leaving the school for another role elsewhere. It’s not only heartbreaking for students but also extremely costly to the school and community – both in valuable education outcomes as well as actual costs for the school or district to re-hire for the position (especially in this environment where teacher talent is in shorter supply). 

In 2023, Indiana had nearly 7,700 teachers leave their role according to data from the Indiana Education Employment Relations Board. If we apply a formula from the Learning Policy Institute that estimates the cost of teacher turnover, then Indiana is spending anywhere from $90 million to more than $126 million to fill positions after educators leave their jobs.  

The human impact and monetary costs of teacher turnover motivated our team to seek the input of several knowledgeable partners over the last six months, in an attempt to understand what Indiana can do to retain its best teachers. These discussions led to a wide range of ideas, in addition to a number of challenges that could stand in the way of success. The feedback from partners centered around the following themes: 

• Any policy ideas would likely need to be cost neutral due to state revenue forecasts pointing towards a challenging budget cycle for Indiana in the next biennium. 

• Solutions need to be more wholistic and address several systemic challenges that impact retention, rather than small pilot programs that fail to “connect the dots” on key aspects of why teachers leave. 

• Ideas need to be evidence-based, with some form of past success to indicate future benefits for Indiana.  

After seven group meetings and many hours of research, one state’s approach kept coming up in our discussions: Texas. Modeled after an innovative local district approach, the Texas Incentive Allotment (TIA) is a program designed to attract, reward, and retain highly effective educators, improve student outcomes, and provide schools with the flexibility to address their unique needs. Here’s how it works: 

• State funding is provided to districts to boost teacher compensation for high-performing educators.  

• School districts receive additional funding for every high-performing teacher they employ and even more funding for those earning a highly effective designation who work in rural and/or high-needs schools.  

• School and district leaders must use these additional funds on teacher compensation on the campus where the designated teacher works. 

• To participate in the program, districts must create an evaluation plan for teachers that involves student growth data and observations, which are then used to designate teachers as one of three levels of performance (Recognized, Exemplary and Master).

After three years, the TIA has improved teacher retention in Texas by 7.5%, and feedback from teachers show additional benefits, including staff culture and training improving thanks to the increase in mentorship and growth of instructional leadership roles. 

The consensus among partners is to dive deeper into the TIA model and determine if it could act as a guide for rethinking the Teacher Appreciation Grant, which is $37 million in the Indiana budget that typically sends small stipends to teachers without much guidance or overarching strategy to improve retention or reward teachers for taking on additional leadership.   

In the end, we believe a targeted investment in our top educators, who are difference-makers in their schools, could go a long way to helping increase teacher retention.  And we’re grateful for the partners who have, to this point, helped us better understand what a high leverage policy approach might look like to better utilize funding to elevate great educators in Indiana.