Teachers May Want a Refund on Their Pension

By 04/24/2015 0 Comments

After spotting a deal that looked too good to pass up, you discover a flaw and end up returning and getting a refund on your purchase. It may sound shocking and counterintuitive, but in many cases, teachers may actually be in a similar situation with their pension plans. They might be better off taking a refund on their contributions rather than waiting around to receive a pension.

How is this possible? Teachers qualify for very little in the way of retirement benefits during the first half of their career because pension benefits don’t accrue evenly. A mid-career teacher therefore is faced with a choice: she qualifies for some pension and can receive lifelong payments upon retirement, or she can forfeit her rights and get a refund on her contributions.

New research from the Urban Institute compares the value of a teacher’s contributions to a teacher’s overall pension wealth. Using the pension plan’s own interest assumptions (often 8 percent), in half of states teachers need to stay in a single system for at least 24 years to simply break even on their contributions plus interest. Even using a more conservative 5 percent interest rate, a teacher would need to stay for at least 15 years in order to break even in the median state. This means that an individual teacher could work for over a decade, diligently contributing to the system, and qualify for a pension that’s worth less than the value of her own contributions plus interest. She may actually lose money to the state pension system.

The graph below shows the differences in the value of a newly hired, 25-year-old California teacher’s lifetime pension benefits, her contributions using the plan’s interest assumptions (7.5 percent interest), and her contributions if the teacher requested a refund. Although California assumes it can earn 7.5 percent interest every year on the plan’s assets, the state plan only gives teachers 4.5 percent interest on refunded contributions. For a new California teacher, even the limited refund policy would be worth more than her actual lifetime pension benefits for the first 22 years of her career. She would be better off getting a refund and giving up the pension if she teaches for anything less than 22 years.

Click to enlarge

Click to enlarge

Refunding and rolling over her contributions to a tax-sheltered savings vehicle would actually allow that teacher to grow and invest her contributions, rather than giving it up to the state and waiting the years before she can actually collect a retirement pension, whereupon its value has eroded over time. Most state pension formulas, including California’s, don’t adjust salary figures for inflation when calculating benefits. A teacher, of course, has to weigh the risks and her own savings habits; if she is prone to high spending or making risky purchases where she burns through all her contribution money rather than saving, otherwise known as “leakage,” then keeping it locked away with the state in exchange for a small pension down the road may be a better decision.

On the surface, a lifelong annuity sounds like a great deal. In California, the plan assumes that less than a quarter of teachers with 15 years of experience will take a refund. In other words, the plan assumes that most teachers who qualify for a pension usually take it. But not all pensions are equal, and for many teachers, pensions likely carry a flaw that demands a refund. The reality is that pensions vary vastly depending on how many years of service a teacher has and when she can actually retire and collect. Just because a teacher has the option to get a pension at some point down the road doesn’t necessarily mean she should take it.

*This is post is based on research on California’s teacher retirement plan. It is not personal or institutional investment advice. Please consult a qualified financial professional before making consequential financial decisions.

—Leslie Kan

This post originally appeared on TeacherPensions.org

What “The Cage-Busting Teacher” Means For School Reformers

By 04/24/2015 0 Comments

Four ways for policymakers and reformers to create the conditions whereby cage-busting teachers can thrive

The Best Part of NCLB Reauthorization You’ve Never Heard Of

By Guest Blogger 04/23/2015 0 Comments

The larger legacy of the Every Child Achieves Act may well be how it cleans up supplement not supplant, a little discussed and often misunderstood fiscal rule

Schools Can’t Innovate Until Districts Do

By 04/23/2015 1 Comment

Districts are currently unwittingly hostile to school-level innovation. For that to change, they must aggressively work to change the incentives, policies, and structures so that they encourage and free up schools to innovate.

A Test of Education Reform

By 04/22/2015 0 Comments

I’m a strong supporter of assessments and accountability, and I wouldn’t opt out, but I think it’s unfair to discount the views of those who disagree.

Charter Schools and Backfill: The Debate We’re Not Having

By 04/21/2015 1 Comment

The backfilling debate is something of a proxy fight between two very different visions for charters. Are they a replacement strategy for disappointing schools and districts? Or are they closer to a poor man’s private school?

Partisanship and Public Opinion on the Common Core

In Louisiana, where the fight over Common Core has been particularly salient, the effect of the “Common Core” label was even more negative than in the American public as whole, and the impact on polarization was greater.

Teacher Layoffs Are Coming, and It’s the Great Recession’s Fault

Much like the Great Depression did, the onset of the Great Recession led to a sharp decline in the U.S. birth rate.

Debunking a Misleading Report on School Choice

By 04/16/2015 0 Comments

The Center for Tax and Budget Accountability released a misleading report on school choice programs in Indiana and elsewhere

What’s Next on ESEA?

Today’s 22-0 vote from the Senate HELP committee on ESEA reauthorization is an amazing tribute to the bipartisan leadership of Chairman Lamar Alexander and ranking member Patty Murray.

Posts by Authors

  • Mark Bauerlein
  • John Chubb
  • Martha Derthick
  • A. Graham Down
  • Joshua Dunn
  • Education Next
  • Williamson Evers
  • Chester E. Finn, Jr.
  • Jay P. Greene
  • James Guthrie
  • Eric Hanushek
  • Bryan Hassel
  • Emily Ayscue Hassel
  • Frederick Hess
  • Paul Hill
  • Michael Horn
  • William Howell
  • Marci Kanstoroom
  • Peter Meyer
  • George Mitchell
  • Paul E. Peterson
  • Michael Petrilli
  • Michael Podgursky
  • Andy Smarick
  • Bill Tucker
  • Herbert Walberg
  • Martin West
  • Blogs

  • Organizations

    Sponsored Results
    About the Blog

    The Ed Next blog aims to provide lively commentary on education news and research and to bring evidence to bear on current education policy debates.

    Our bloggers include editors at Education Next magazine and others who have written for the magazine. Education Next is a quarterly journal of opinion and research about education policy published by the Hoover Institution at Stanford University, and additionally sponsored by the Program on Education Policy and Governance at Harvard University and the Thomas B. Fordham Foundation.

    The opinions expressed by the Ed Next bloggers and those providing comments are theirs alone, and do not reflect the opinions of Educationnext.org, Education Next magazine, or its sponsors. Educationnext.org is not responsible for the accuracy of any of the information supplied by the bloggers.


    The Hoover Institution at Stanford University - Ideas Defining a Free Society

    Harvard Kennedy School Program on Educational Policy and Governance

    Thomas Fordham Institute - Advancing Educational Excellence and Education Reform