Voice For Liberty

Tag: Education

  • School bailout about unions, not kids

    The U.S. Congress is rushing to approve a spending bill to retain teacher jobs that are not in actual jeopardy, according to the Center for Education Reform.

    A press release gives more details:

    Referring to the bailout as a response to a “manufactured crisis,” CER President Jeanne Allen today called on lawmakers to recognize that excessive hiring and over-spending by school districts when funds were plentiful — despite declining student enrollment in more than half of US states — has created the illusion that classroom teachers are in danger of losing their jobs.

    “Most of the positions and programs that would be secured by this new bailout with taxpayer dollars are not classroom teachers or proven instructional programs and thus have no impact on student learning,” said Jeanne Allen. “This is a jobs bill that has no place in our schools, where how we educate students should always be the most important consideration.”

    The program is described as a “gift to the unions.”

    Recently in Kansas, schools have exaggerated the effect of proposed budget cuts on teacher employment. Last year the Kansas State Department of Education asked school districts how many employees they will cut for the current school year. Schools reported they would 3,701 positions. This number was widely reported and discussed.

    But when the Kansas Legislative Research Department surveyed the actual numbers, they found that Kansas schools eliminated only 875 jobs — far fewer than school officials said they would eliminate.

  • Teacher tenure reform starts

    The system of teacher tenure has suffered a blow that could spread to other parts of the country.

    Washington D.C. schools chancellor Michelle Rhee has fired 241 teachers for poor performance, are more are on notice. This is in a school system where, according to Wall Street Journal reporting, “Ms. Rhee said Friday she took over a system in 2007 where 95% of teachers were rated excellent and none terminated for poor performance. Yet, students posted dismal test scores.”

    The system of teacher tenure in K through 12 education deserves examination, and if we believe that schools exist for the benefit of schoolchildren, it should be eliminated.

    Defenders of tenure say it doesn’t prevent lousy teachers from being fired. Instead, tenure simply guarantees them due process rights. But the problem is that the process is so difficult for school administrators to pursue that some school districts — New York City, famously — create “rubber rooms.” These are rooms where the truly bad teachers report every workday to sit and while away the several years that their cases can take to work their way through the system. In 2007 the New York Times reported that 760 New York City schoolteachers were doing this in 12 “reassignment centers.”

    (By the way, the “work hours” for the rubber rooms was 8:00 am to 2:50 pm. Teachers could leave for lunch.)

    Since the rubber rooms are an embarrassment for all involved, the Times has reported that the past school year was the last for the rooms. Now, the worst teachers will perform administrative duties or be sent home.

    Advocates of tenure also argue that it is necessary to protect teachers from the arbitrary decisions of school administrators. There might actually be some validity to this argument, but tenure is the wrong response to the problem.

    It is said that school administrators — in a system without tenure — would practice “crony” hiring and promotion practices. They would reward their friends and family and punish their enemies or those they simply don’t like.

    These things happen in a system insulated from market competition, and institutions don’t suffer when they do. In the private sector, when a manager makes staffing decisions based on cronyism — instead of hiring and retaining the best possible employees — the profitability of the company suffers. If managers’ compensation is tied to profitability, they suffer when making staffing decisions based on cronyism. Even if they don’t suffer pay-wise, these managers will not perform well on their own evaluations.

    A system of market competition, however, forces each institution — schools, too — to be the best they can possibly be. When schools compete for students and funding, principals might learn to like their very best teachers, even if they don’t care for them personally.

    They also might learn how to evaluate and recognize the best teachers. That’s important, as it is becoming apparent that the personal characteristics of teachers are far more important to student success than the things that schools presently use to reward teachers — credentials, additional education, and longevity.

    The characteristics of teachers are also far more important than class size, which is another factor the education establishment focuses on. Eric Hanushek has estimated that students of the worst teachers will learn just one-half a year’s material in a year, while students with the best teachers will learn one and one-half year’s material in a year. This difference is far greater than the weak effect that school class size studies have found, and even those small findings are suspect.

    Presently some states are considering using student test scores as a way to evaluate and reward teachers. Student test scores are viewed as an objective way to evaluate teachers, one that is removed from the subjective evaluations of school administrators who, as shown above, don’t have a very strong incentive to hire and retain the best teachers.

    Any meaningful reform is strongly opposed by the teachers union and the education establishment. This makes Washington D.C. schools chancellor Rhee’s accomplishment all the more remarkable.

    How did Rhee accomplish this breakthrough? Earlier reporting in the Wall Street Journal mentioned the political support of Washington’s mayor, Adrian Fenty, and the fact that the Washington schools were just terrible. Her challenge lies ahead, as the Journal noted: “Ms. Rhee’s challenge now is to use the new rules forcefully enough to drive improvements because the unions will assume they can wait her out.” The union will probably sue over these firings.

    The education bureaucracy and the system is working against Rhee too: “Unfortunately, most school chancellors are careerists who don’t want to upset the unions because they are always looking for their next job. One example: Clifford Janey, whom Ms. Rhee replaced in D.C., went on to become the superintendent in Newark, N.J., whose schools may be worse than D.C.’s. Ms. Rhee, by contrast, came to her job as an outsider willing to endure the considerable abuse that the unions and their political backers threw at her.”

    As seen in Kansas by the example of Kansas School Board Member Walt Chappell, if you’re not a team player, you’re going to suffer abuse from the education bureaucracy.

    Giving Lousy Teachers the Boot

    Michelle Rhee does the once unthinkable in Washington.
    By William McGurn

    Donald Trump is not the only one who knows how to get attention with the words, “You’re fired.” Michelle Rhee, chancellor for the District of Columbia schools, has just done a pretty nifty job of it herself.

    On Friday, Ms. Rhee fired 241 teachers — roughly 6% of the total — mostly for scoring too low on a teacher evaluation that measures their performance against student achievement. Another 737 teachers and other school-based staff were put on notice that they had been rated “minimally effective.” Unless these people improve, they too face the boot.

    The mass dismissals follow a landmark agreement Ms. Rhee negotiated with the Washington Teachers Union (WTU) at the end of June. The quid pro quo was this: Good teachers would get more money (including a 21.6% pay increase through 2012 and opportunities for merit pay). In exchange, bad teachers could be shown the door.

    Continue reading at the Wall Street Journal (subscription required)

  • The long reach of teachers unions

    At one time teachers unions were professional organizations. Now they have been transformed into the same type industrial trade union that represents autoworkers or steelmakers, with the same political clout and parochial interests. This is at the same time that teachers demand respect for being professionals.

    The Education Next article The Long Reach of Teachers Unions: Using money to win friends and influence policy is a must-read for those who think the teacher union is a benign fraternal group looking out for the interests of schoolchildren.

    Even those familiar with the teachers union and their political activity may be surprised to learn that the National Education Association (NEA) has become the largest political campaign spender.

    (In Kansas, the NEA affiliate is Kansas National Education Association, or KNEA.)

    Its spending is mostly on politically liberal organizations and candidates, even though that doesn’t represent the will of all teachers. Internal NEA polls, says the article, show that union members are slightly more conservative than liberal. Other polling show that there is significant support (not majority support) among teachers for charter schools and merit pay. The fight against these two items, both supported by President Obama, consumes much of the union’s energy.

    The problem is that the teachers union leadership is liberal and out of step with their members.

    According to a Harris poll, Americans like and have respect for teachers, but they don’t trust union leaders. As the article explains, when union leaders can say they’re doing things “for the kids,” they can get a way with a lot. Newspaper reporting doesn’t help: “Press coverage of the teachers unions is usually assigned to an education reporter, which ensures the story will be framed around education issues.”

    The article recommends giving the political activities of teachers unions their proper perspective: “Coverage of teachers unions needs to emerge from its current position as an afterthought on the education beat, and assume its place alongside national fiscal and political reporting. Only then will the public see that Big Oil and Big Tobacco have a brother called Big Education.”

    The Long Reach of Teachers Unions

    By Mike Antonucci

    When the Florida legislature, on April 8th, passed a bill that sought to replace teacher tenure with merit pay, the Florida Education Association (FEA) sprang into action, organizing members and community activists to lobby Governor Charlie Crist to veto the measure. FEA, with the help of its parent union, the National Education Association (NEA), generated thousands of e-mails, letters, phone calls, and Internet posts in opposition to the legislation. When Governor Crist delivered his veto on April 15th, the union ran television and Internet ads, thanking him. A few weeks later, FEA gave a much-needed boost to Crist’s independent bid for a U.S. Senate seat by endorsing both Crist and Democratic candidate Kendrick Meek.

    If you think it’s far-fetched to suggest that a teachers union could play the role of political kingmaker, think again. The largest political campaign spender in America is not a megacorporation, such as Wal-Mart, Microsoft, or ExxonMobil. It isn’t an industry association, like the American Bankers Association or the National Association of Realtors. It’s not even a labor federation, like the AFL-CIO. If you combine the campaign spending of all those entities it does not match the amount spent by the National Education Association, the public-sector labor union that represents some 2.3 million K–12 public school teachers and nearly a million education support workers (bus drivers, custodians, food service employees), retirees, and college student members. NEA members alone make up more than half of union members working for local governments, by far the most unionized segment of the U.S. economy.

    Continue reading at Education Next

  • Herman Cain: Conservatives should dream, be united, informed, inspired

    Herman CainHerman Cain

    At this weekend’s RightOnline conference at The Venetian in Las Vegas, businessman and radio talk show host Herman Cain delivered an inspirational message to the audience of some 1,100 conservative activists from across the country.

    Cain has a nightly radio show and is a frequent guest host for the Neal Boortz show, which is heard in Wichita on KNSS radio. Cain has been an executive at several companies, including serving as president of Godfather’s Pizza, a unit of Pillsbury. He appears on Fox News, and WorldNet Daily carries his weekly column.

    He also runs The Hermanator PAC, which seeks to elect economically responsible conservatives to office. His name is mentioned in lists of presidential contenders for 2012, and he may launch a presidential exploratory committee.

    Speaking at Saturday’s general session at RightOnline, Cain told the audience “The tragedy in life does not lie in not reaching your goals; the tragedy lies in having no goals to reach for. It’s not a calamity to die with dreams unfulfilled, but it is a calamity to have no dreams.”

    Cain said that his dream is that we return to the principles that the Founding Fathers envisioned for what turned out to be the greatest country in the world: life, liberty, and the pursuit of happiness. “It didn’t say anything about a Department of Happy!” It is the pursuit of happiness that is mentioned.

    Cain told the audience there are three things the audience must do: First, conservatives and their citizen movements must stay united in their efforts take back our government.

    Second, conservatives must stay informed. “Stupid people are ruining this country,” he said, telling the audience that over half the people can be persuaded by a slick speech or a slick campaign ad.

    Third, conservatives must stay inspired. Telling the audience the story of his recovery from cancer, he said his inspiration for his work comes from God Almighty.

    He also related the story of the bumblebee, and how aerodynamic equations and computer models predict that the bumblebee should not be able to fly. “There’s only one reason the bumblebee flies: He didn’t get the memo that said he couldn’t. The bumblebee believes he can fly.”

    Telling the audience that they have “bumblebee power,” he believes that conservatives can take back the government in November 2010.

    Cain also mentioned what he calls the “SIN” tactics that liberals employ: First, they shift the subject, then they ignore the facts. “Liberals can’t handle the facts,” he told the audience, and that’s why they shift the subject and ignore the facts.

    Finally, liberals resort to name-calling, calling himself and other conservatives racists, a charge he said is ridiculous and has backfired.

    Later that day, I had an interview with Cain in his suite at Encore Las Vegas. Casually dressed and sipping a glass of wine, he was more relaxed than during his energetic speech earlier that day, although eventually his engaging enthusiasm broke out.

    Referring to his optimism for the chances of conservatives in the upcoming elections, I said I’m not so sure, even pessimistic. Why am I wrong, I asked?

    Cain said that callers — both to his Monday through Friday radio show and when he substitutes for Boortz and Sean Hannity — express their frustrations with the direction of the country, the stalled economy, and lack of private sector job creation. That makes him optimistic. Callers say they’ve been duped by the “hope and change” message, and they’re waking up.

    Another factor he cited is the ongoing Gallup poll showing conservatives outnumbering liberals two to one, and independents and moderates outnumbering liberals one-and-a-half to one. He said this tells him that the numbers are on our side.

    I asked Cain about the controversy about the Civil Rights Act of 1964: As a black man, who at age 64, growing up in the south, faced real and actual discrimination: Is our country better off for it?

    “Absolutely we are,” he said, for both the Civil Rights act of 1964 and the Voter Rights Act of 1965, adding that they had historical impact on our country.

    The Great Society programs and the rise of the modern welfare state: Are we better off for that? No, he said. He said that these programs didn’t provide enough incentives for people to help themselves. “That’s what’s wrong with most of the social programs today. That’s why they need to be modernized. When you provide incentives, and you provide help, but you also have requirements in there for people to help themselves: guess what? The programs will work.” But people have figured out how to game the system, and then the programs don’t work.

    “Look at systemic poverty, look at crime, look at the quality of education in our inner cities — it’s all worse than it was.” The welfare reform of the 1990s, which required people to do certain things in order to continue to receive a check, shows that when people have an incentive to help themselves, they will use assistance programs more effectively, he said.

    Since he mentioned education, I explained that in Kansas we have very few charter schools, and no school choice. What are we missing out on in Kansas? Are we behind the curve?

    Yes, he said. “Competition makes everything better.” He told about the success of the Washington DC school choice program, with over 90 percent of the students going on to college. But the Democrat-led Congress and the President would not re-authorize the program. The teachers unions don’t like competition, he said, and this was the reason why.

    I mentioned that often liberals are opposed to school choice because they say that poor uneducated parents are not equipped to make decisions regarding schools for their children. This is not true, Cain said. “It’s part of that whole attitude that government can make better decisions for a poor family then they can make for themselves.”

    A focus of this conference is that liberty and free markets are superior in creating prosperity for everyone. But many people believe that one person becomes rich only if others become poor. I asked: Why do people believe that? Why have we as conservatives not been successful in getting out that message? Why doesn’t the president seemed to believe that?

    Cain said that President Obama doesn’t believe this because he is “at least a socialist.” Republicans have not been good about managing “sharper, clearer messages about certain things.” He said and the Republican National Committee focuses on raising money, which is good, but they don’t do a good job of explaining what the Republican Party stands for. Cain said that while he supported current chairman Michael Steele for that job, he doesn’t know what Steele believes are the priorities or focal points for Republican candidates running for office in November.

    While we know that we have to do something about spending, taxes, and education, these are general, broad statements, he said. We even know how to fix most problems. “We just don’t have the political will or the leadership to fix some of these problems. That’s what America faces, that’s our biggest challenge.”

  • Kansas ‘pigs at the trough’ award goes to …

    Last week the Kansas Association of School Boards (KASB) made a presentation on Kansas school finance in Wichita. KASB is making similar presentations around the state. Mark Tallman, Assistant Executive Director/Advocacy for KASB, made the Wichita presentation.

    At the end of the presentation, Wichita school board member Connie Dietz stepped forward and addressed Tallman. She asked Diane Gjerstad, the Wichita school district’s lobbyist to join them at the front.

    Dietz said that earlier this year, an organization had labeled schools as “pigs at the trough.” Saying she is speaking for herself only and not on behalf of any organization, Dietz noted that “Mark is our lead lobbyist for K-12 education, and Diane represents Wichita Public Schools.” She presented both with a memento that had something to do with pigs and oinking.

    While most in the audience were amused — it consisted mostly of school spending advocates — Dietz may want to remember that it was Kansas Governor Mark Parkinson who first used the word “pig.” It’s explained in my article Kansas Governor, Wichita Eagle: why ‘pigs’ at the trough? A short version of it appeared in the Wichita Eagle.

    Schoolchildren, of course, aren’t pigs at the trough, no matter what the governor, the Wichita Eagle, and Connie Dietz say. For one, children don’t make the decision to attend public (government) schools, as their parents make that decision for them. It is the schools themselves, specifically school spending advocates in the form of Kansas National Education Association (KNEA, the teachers union), the Kansas Association of School Boards (KASB), and school board members like Dietz that are feeding at the through.

    Tallman, as Dietz noted, is the chief school spending advocate. (Let’s stop throwing insults like the governor did with the moniker “pig.”) It is his job to obtain as much money as possible for Kansas schools.

    If we need any more evidence of the never-ending appetite of schools for money and what spending advocates like Tallman consider this mission, consider a story told by Kansas House Speaker Pro Tem Arlen Siegfreid (R-Olathe) of a conversation he had with Tallman: “During our discussion I asked Mr. Tallman if we (the State) had the ability to give the schools everything he asked for would he still ask for even more money for schools. His answer was, ‘Of course, that’s my job.’”

    While presenting a humorous award made for a light ending to the meeting, the subject of public schools in Kansas is a serious matter. Tallman’s presentation — as does much of the school spending lobby — makes use of the rapidly rising scores on student achievement tests developed and administered by the State of Kansas. This allows him to present slides titled “Results of Increased Funding,” with one result being “Overall proficiency growth equaled or exceed the real increase in funding.” He cites a Kansas Legislative Post Audit study as authority.

    The problem is that these Kansas state achievement tests, as is the case in many states, are almost certainly fraudulent. The rapid rise in scores is not duplicated on tests the state has no control over. Studies like the LPA study that use these misleading test scores are not reliable and should not be believed.

    Looking at the National Assessment of Educational Progress (NAEP), we see a different story that’s in seeming conflict with Tallman’s assessment. On this test, which Kansas school officials can’t control, Kansas scores are largely flat. Sometimes they rise slowly and sometimes they fall.

    The ACT college entrance exam provides another look at the performance of Kansas schools. A recent report shows that for the period 2005 to 2009, Kansas ACT scores are up a small amount. For the most recent years, scores are down very slightly. The Kansas scores are slightly higher than the scores for the entire nation, and have mirrored the national trend.

    The most shocking part of the report, however, is how few Kansas students graduate from high school ready for college. While Kansas high school students perform slightly better than the nation, only 26 percent of Kansas students that take the ACT test are ready for college-level coursework in all four areas that ACT considers.

    For school spending advocates like Tallman and Dietz — to the extent they care to read and believe these figures — this is evidence that schools need even more money. We ought to realize, however, that the system itself is broken. Reforms promoted over the generations by education bureaucrats have failed. We need to look to freedom, competition, entrepreneurship, and choice — rather than a government monopoly — to provide a suitable education for Kansas schoolchildren.

  • Most Kansas students not ready for college

    While Kansas high school students perform slightly better than the nation, only 26 percent of Kansas students that take the ACT test are ready for college-level coursework in all four areas that ACT considers.

    This is according to the report Measuring College and Career Readiness: The Class of 2009. The four areas that the test looks at in measuring readiness for college-level coursework are English, math, reading, and science. For the nation as a whole, 23 percent are ready for college-level coursework.

    The report also shows that for the period 2005 to 2009, Kansas ACT scores are up a small amount. For the most recent years, scores are down very slightly. The Kansas scores are slightly higher than the scores for the entire nation, and have mirrored the national trend.

    When students are not ready for college-level coursework, it means they have to take remedial courses in college. This creates additional expense for both students and taxpayers as students take classes to learn what they should have learned in high school.

    These findings are in contrast to an recent Wichita Eagle op-ed written by Wichita-area public school district superintendents. That piece argues against cutting school funding, stating “The value that Kansas taxpayers are receiving from their K-12 public education system has never been better.”

    The school spending lobby — these superintendents are part of that — argue that rapidly rising student achievement scores are evidence that increased spending on schools has produced results. Their argument is based on assessments given by the state. These Kansas test scores, however, can’t be trusted as credible. Every test that is not controlled by the State of Kansas shows student achievement largely unchanged.

  • Kansas schools have used funds to increase spending

    Although revenue to Kansas school districts has declined, schools have been able to increase spending by using fund balances. These fund balances have been the subject of controversy, with school spending advocates insisting that they can’t be used in the way that we now see they have been used.

    The controversy over school spending has been played out in the pages of the Wichita Eagle, both on the editorial page and in advertisements placed by public interest groups.

    The group that has placed most of the ads, the Kansas Policy Institute, was mentioned, although not by name, in an Eagle op-ed written by several Wichita-area school superintendents.

    The op-ed states: “This group’s goal is to cast doubt on school funding.” We’ve found, however, that there is plenty of doubt and misinformation about Kansas school funding. A recent poll that KPI commissioned found that very few Kansas residents are well informed about school funding and spending.

    School spending advocates have every motivation to keep the public from learning the facts, as the KPI poll found that when Kansans are presented with the truth about school spending, very few are willing to personally pay more taxes for increased spending on schools.

    As to the controversy over fund balances, a Kansas Watchdog story (Schools Districts Tap Cash Reserves to Increase Spending ) gives more details. (Kansas Watchdog is a project of the Kansas Policy Institute.)

    I spoke with KPI president Dave Trabert about the recent figures released by the Kansas State Department of Education. He said there are several things that Kansans should learn from these figures, the first being that there is good news in these results. Schools have been able to increase spending despite losses in revenue.

    Trabert said that the challenge that schools may have is to find a way to offset half of the loss of federal stimulus funds. In the case of USD 259, the Wichita public school district, that figure is $9.7 million. The recent report from KSDE states that the Wichita district will end the current school year with $14.5 million in its contingency reserve fund.

    Trabert said that the contingency fund provides the funding needed to keep spending at current levels. There is no need to cut anything, including employees. (The Wichita school district recently announced plans to cut 117 employees.)

    While there may be increased costs in some areas that can’t be avoided, districts have options. A bill introduced in the Kansas Legislature would give districts additional flexibility in using fund balances that are not available presently. The bill is HB 2748.

    Even without this bill, Trabert said that school districts can “spend down” fund balances simply by not adding as much to the various funds that school districts have been adding. That’s the other piece of good news: school districts have been spending down the funds that they claim can’t be used.

    By using fund balances, schools in Kansas were able to increase spending by an estimated $320 million in the current school year. Revenue to Kansas school districts declined by about $50 million, but $370 in fund balances were used to boost total spending by $320 million. Trabert verified these figures with Kansas Deputy Education Commissioner Dale Dennis.

    School districts in Kansas also complain that the state is often tardy in making its payments to them. Legislation has been introduced that would require the state to pay on time. The state has the money, Trabert said, noting that if the state truly did not have the funds, we would see plummeting bond ratings for the state. But the state’s policy, as stated in the 2009 Comprehensive Annual Financial Report is “As a cash flow management policy, the State seeks to avoid borrowing from its own idle funds to meet expenditure obligations of the State General Fund.”

    So the money is there, but the state makes a deliberate decision to not pay school districts on time.

    There is still money in funds that can be used for the upcoming school year. Schools should be able to meet their funding needs without asking the state to increase taxes.

  • Andover schools label opponents ‘anti-education’

    Are those who question or oppose the need for additional spending on Kansas schools opposed to education? Melinda Fritze, who is chair of the Andover Parent Legislative Council, says so. A recent email from her started like this:

    Friends of Andover Schools,

    The Legislature went back into session yesterday and the outcome of the state budget and school finance is still very much an unknown. The anti-education voices are strong and extremely well funded. These anti-education groups focus on the increases to school spending in Kansas since 2005.

    In three sentences she manages to use the term “anti-education” twice.

    One of the problems we have is that public school spending proponents are not able to distinguish between “education” and “government schools.” Lots of education happens outside the public school system. And let’s be clear: they are government schools, funded and regulated by government.

    The government schools have also morphed into a government jobs program, with public-sector union organizers proud of their efforts in recruiting spending supporters to legislative forums. The fact that a union organizer would crow about this to the Wichita school board is evidence of this.

    Fritze’s email talks about the “extremely well-funded” opponents of higher school spending. That’s quite ironic, as the opponents consist of a few individuals and two think tanks with a handful of employees each. The school spending lobby, usually considered the most powerful of all special interest groups at the Kansas Capitol, is able to employ several lobbyists who work full-time to increase school spending. The lobby has millions at its disposal, some of it provided by taxpayers.

    The school spending lobby — composed primarily of Kansas National Education Association (or KNEA, the teachers union) and Kansas Association of School Boards (KASB) — will never be satisfied, either, as the following story shows:

    So the rumors of school funding wars persist, with legislators and taxpayers asking “how much is enough?” and schools pressing for more money with no real end in sight. Speaker Pro Tem Arlen Siegfreid (R-Olathe) shared with me a conversation he had with Mark Tallman, Assistant Executive Director/Advocacy for the Kansas Association of School Boards (KASB), which illuminates the dynamics at play:

    Early last session Mark Tallman and I engaged in a conversation about the budget and school spending. During the conversation the difficulty of increasing school spending as ‘required’ by Montoy was juxtaposed against the need to cut school spending by the same percentage as other portions of the State budget. During our discussion I asked Mr. Tallman if we (the State) had the ability to give the schools everything he asked for would he still ask for even more money for schools. His answer was, “Of course, that’s my job.”

  • American education in 2030: teacher pay

    The Hoover Institution’s K–12 Education Task Force has produced a series of thirteen lectures on the subject American Education in 2030. These lectures take a look at what American education might look like in 20 years.

    In one lecture, Caroline Hoxby, a Stanford University economics professor who studies the economics of education, looks at the future of teacher pay and teaching. While her vision of what might happen is positive for both teachers and schoolchildren, substantial change will need to take place for this vision to be realized. Specifically, the nation will have to overcome the harmful effects of our nation’s teachers unions.

    (In Kansas, the teachers union is Kansas National Education Association (or KNEA). Locally in Wichita, the union is United Teachers of Wichita. It should be noted that Barb Fuller, the current president of the board of USD 259, the Wichita public school district, is a former president of the teachers union.)

    In the future, Hoxby said teachers will be paid and managed as true professionals. Teachers will be paid based on what they contribute to student learning. This encourages productive teachers to stay in education, while unproductive teachers are encouraged to improve their skills or find other work. This is the same dynamic that is in effect in almost all fields of work.

    In the future, good teachers will be paid well not because of union contracts, but because they are worth their high salaries. In 2010, at the present, Hoxby says that teacher pay, hiring, and training has more in common with auto industry workers than professional workers. Pay is based solely on seniority and educational credentials, not on how well teachers teach students.

    “Schools paid more to teachers with education certificates even if everyone knew that the credentials were worthless.” She criticizes the present-day schools of education that she says are more interested in “inculcating social philosophy” instead of training effective teachers.

    Factors that will work to increase our understanding of what works include longitudinal databases, which track individual students over time. These database have been helpful in understanding the effects of teacher performance on student learning. Teacher quality has been found to be a powerful effect, with the best teachers producing learning gains of half a grade equivalent per year. Some teachers consistently produced learning losses.

    Once past the first year of teaching, these teacher effects did not depend on credentials or experience, the two factors that teachers unions insist must be the only basis for teacher pay.

    A second factor that will change teaching is technology, allowing students to interact with expert teachers who are remote.

    The third factor is choice and competition among schools. With parents able to choose among schools, there is a reason for principals to seek out and reward the best teachers.