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House approves expansion of teacher incentive program after amendment removing kindergarten
Summary
The Utah House passed second substitute HB107 to expand the Effective Teachers in High‑Poverty Schools incentive, removing kindergarten from eligibility in an amendment; sponsors said data show improved recruitment and retention and the bill passed 54–16 and was transmitted to the Senate.
The Utah House on Feb. 20 passed second substitute House Bill 107, expanding a bonus program for teachers in high‑poverty schools while removing kindergarten from eligibility under an amendment put forward by the sponsor, Representative Winder. The bill passed the House, 54–16, and will be transmitted to the Senate for further consideration.
Supporters said the program has increased teacher retention and recruitment in challenging schools. Representative Winder said the amendment responds to testing availability, noting that "the Acadience test is given statewide for grades 1 through 3, but is optional for kindergarten," and that removing kindergarten would lower the bill's fiscal note. Winder also said local and state education groups back the program.
Opponents raised concerns about relying on a single early‑grade assessment to identify "master" teachers. Representative Briscoe questioned whether bonuses would reward teachers for prior performance in different schools or for their work after transferring into qualifying schools; Winder replied that a teacher with an MGP (median growth percentile) of 70 or higher in the prior year would qualify even if they moved to a high‑poverty school. "Grant District reports that 15% of the recipients actually moved to that high risk school, because they knew they qualified for that bonus," Winder said.
Supporters emphasized retention data. Representative Winder cited Grant School District reporting that 94% of qualifying teachers (about 104 teachers) remained in place, and recounted a teacher’s testimony: "This program just got five more years out of me," said Deborah Rossi, a sixth‑grade teacher, in remarks Winder relayed.
During floor debate Representative Sakers asked whether the use of Acadience could promote teaching to the test; Winder replied that the assessment measures reading growth from the start to end of the year and is intended to identify teachers who produce measurable student gains rather than encourage rote memorization.
The House adopted an amendment removing kindergarten from program eligibility, stating sponsors’ intent to rely on Acadience for grades 1–3 and on statewide assessments for higher grades. With that amendment, representatives argued, the fiscal impact would fall and the program would better align with available assessments. The bill now moves to the Senate.
