Abstract
The state of Georgia has recognized the drastic need to recruit and produce highly qualified mathematics teachers. House Bill 280 attempts to address the shortage of fully certified secondary mathematics and science teachers by offering additional compensation to aide recruitment. While House Bill 280 may provide some methods for the recruitment of highly qualified mathematics teachers by providing additional compensation, the question of how to retain such highly qualified teachers is still left unanswered. Exploring the evolution of the teacher pay models as well as endeavors in alternative forms of compensation inform our discussion of House Bill 280. This understanding will provide a perspective in a critical evaluation of the bill and corresponding recommendations.
