-By Larry Sand
Throwing ever more funds at education without making substantive changes to the system is a horrible waste of money, not to mention children’s lives.
California Democrat Congressman Mike Honda and National Education Association President Dennis Van Roekel recently collaborated on an op-ed that played up just about every bit of feel good, cliché-riddled drivel ever written about education. If this piece was a drug, the FDA would have banned it years ago. A few examples:
Lamenting the fact that many teachers leave the classroom within the first few years, they say,
According to research estimates, one in four beginning teachers will leave the profession within their first three years in the classroom, and in urban areas, close to 50 percent will leave within five years.
This is totally misleading. The implication here is that teachers are leaving the profession in droves because they are overworked, underappreciated, overwhelmed and underpaid. But the reality is that they leave for a wide variety of reasons, including taking an administrative position, personal or family reasons, pregnancy, health, change of residence, etc. A survey from North Carolina, for instance, reveals that only 2.24 percent said they were leaving the profession due to dissatisfaction with teaching.
Another fiction the authors use to sway the unknowing public is the “competitive teacher salary myth.”
…the lack of competitive salaries for classroom teachers compared to other professions diminishes the consideration of teaching as a viable long-term career option. All of these issues rob children of the diverse, committed, capable teachers they need and deserve.
Before reaching for the Kleenex, please consider the following: Andrew Biggs, a researcher at the American Enterprise Institute and Jason Richwine, a senior policy analyst at the Heritage Foundation, conducted a study on teacher pay, the results of which were released just a year ago. They found that when perks like healthcare and pension packages are taken into consideration, teachers are in fact overpaid. Armed with facts, charts and a bevy of footnotes, the authors make a very good case for their thesis. For example, they claim,
Workers who switch from non-teaching jobs to teaching jobs receive a wage increase of roughly 9 percent, while teachers who change to non-teaching jobs see their wages decrease by approximately 3 percent.
When retiree health coverage for teachers is included, it is worth roughly an additional 10 percent of wages, whereas private sector employees often do not receive this benefit at all.
Teachers benefit strongly from job security benefits, which are worth about an extra 1 percent of wages, rising to 8.6 percent when considering that extra job security protects a premium paid in terms of salaries and benefits.
Taking all of this into account, teachers actually receive salary and benefits that are 52 percent greater than fair market levels. (Emphasis added.)
Honda/Van Roekel then delve into professional support:
The educational career ladder should entice quality teachers to remain in the classroom by developing positions of teacher leadership.
The book on this subject has already been written by Teach For America, a very successful outfit that recruits high performing college students who exhibit leadership qualities. TFA then gives them a five week intensive teacher training and ongoing professional support. So maybe NEA should hitch a ride with TFA? No. After years of trashing the organization, NEA recently offered TFA a twig-sized olive branch, but even that is rejected by many local unions because an army of bright, young, idealistic teachers poses a threat to the old guard.
On Election Day, Californians sadly bought into the union propaganda and voted to further “invest” in education by passing a controversial ballot initiative. With the passage of Prop. 30, California now has the highest sales tax and top marginal income tax rate in the country.
A nearly $6 billion infusion from Proposition 30 and a Democratic supermajority in the Legislature are a welcome pre-holiday gift to public education from voters, but it also could set the stage for battles between those laboring for education reform and suddenly fortified unions protecting teacher interests.
“Proposition 30 is a bandage on the current system,” said former state Sen. Gloria Romero, an outspoken education reform advocate. “We got no reform for the investment.”
She and others cite the urgent need to raise student achievement, modify the rule of teacher seniority, dismantle the Byzantine school finance system and ensure the teacher pension fund stays solvent.
Romero hits the nail on the head. Continuing to throw money at a failing system will result in nothing more than a more expensive failing system. If you are hungry, spending more money on rancid food won’t solve your nutrition problem.
Stanford Professor Erick Hanushek, who has studied student achievement and education economics, adds,
I’m concerned now that we’ve gotten past the fiscal cliff, we’re going back to business as usual. To improve student performance, he said, schools need an effective teacher evaluation system and need to be able to get rid of the worst teachers and to reward the best ones. But he said there’s no movement toward either of those.
…Everybody in the state would like major changes without really changing…. the cost is that California is at the rock bottom in student performance, and it’s dragging down the nation.
Responding to the reformers, California Teachers Association President Dean Vogel snapped,
We’re not opposed to education reform…. We’re opposed to stupid reform.
…teachers believe before adjusting funding formulas, the state needs to ensure adequate — meaning more — funding for schools….
But as Heritage Foundation policy expert Lindsey Burke reported recently,
Students headed back to school this fall will have historically high levels of dollars spent on them in the public school system. (Bold added.) Nationally, average per-pupil spending exceeds $11,400 this year….
To put this into perspective, just 10 years ago we spent $9,482 per pupil (in constant dollars). Thirty years ago we paid $5,718 and 50 years ago just $2,808 per student! In California, spending has doubled over the last 40 years and what do we have to show for it? Our National Assessment of Education Progress (NAEP) scores speak volumes. For example, on the most recent 4th grade math test, California students came in 45th nationally; in science, the same 4th graders scored higher than only Mississippi.
Internationally, of the world’s 28 major industrial powers, the U.S. is second in spending, slightly behind Switzerland. Yet when it comes to achievement, our performance is middling at best. Education Next recently reported,
A new study of international and U.S. state trends in student achievement growth shows that the United States is squarely in the middle of a group of 49 nations in 4th and 8th grade test score gains in math, reading, and science over the period 1995-2009.
Students in three countries – Latvia, Chile, and Brazil – are improving at a rate of 4 percent of a standard deviation annually, roughly two years’ worth of learning or nearly three times that of the United States. Students in another eight countries – Portugal, Hong Kong, Germany, Poland, Liechtenstein, Slovenia, Colombia, and Lithuania – are making gains at twice the rate of U.S. students.
A fitting coda to this dreary ongoing saga, came from a recent Wall Street Journal editorial,
No reform effort is too small for the teachers union to squash. In this month’s election, the National Education Association descended from Washington to distant Idaho, spending millions to defeat a measure that limited collective bargaining for teachers and pegged a portion of teachers’ salaries to classroom performance. In Alabama, Republican Governor Robert Bentley says he’s giving up on his campaign to bring charter schools to the state after massive resistance from the Alabama Education Association.
Unions fight as hard as they do because they have one priority—preserving their jobs and increasing their pay and benefits. Students are merely their means to that end. Reforming public education is the civil rights issue of our era, and each year that passes without reform sacrifices thousands more children to union politics.
Thousands? More like millions. It is a national disgrace. We the people need to wrest control from the teachers’ unions and demand serious reform immediately.
Larry Sand began his teaching career in New York in 1971. Since 1984, he has taught elementary school as well as English, math, history and ESL in the Los Angeles Unified School District, where he also served as a Title 1 Coordinator. Retired in 2009, he is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues – information teachers will often not get from their school districts or unions.
“CTEN” was formed in 2006 because a wide range of information from the more global concerns of education policy, education leadership, and education reform, to information having a more personal application, such as professional liability insurance, options of relationships to teachers’ unions, and the effect of unionism on teacher pay, comes to teachers from entities that have a specific agenda. Sand’s comments and op-eds have appeared in City Journal, Associated Press, Newsweek, Townhall Magazine, Los Angeles Times, San Diego Union Tribune, Los Angeles Daily News, San Jose Mercury News, Orange County Register and other publications. This past May, after his weekly blog proved to be very popular, he began writing a monthly article for City Journal, the Manhattan Institute’s policy publication. He has appeared on numerous broadcast news programs and talk radio shows in Southern California and nationally.
Sand has participated in panel discussions and events focusing on education reform efforts and the impact of teachers’ unions on public education. In March 2010, Sand participated in a debate hosted by the non-profit Intelligence Squared, an organization that regularly hosts Oxford-style debates, which was nationally broadcast on Bloomberg TV and NPR, as well as covered by Newsweek. Sand and his teammates – Terry Moe of the Hoover Institution and former U.S. Secretary of Education Rod Paige, opposed the proposition – Don’t Blame Teachers Unions For Our Failing Schools. The pro-union team included Randi Weingarten, president of the American Federation of Teachers. In August 2010, he was on a panel at the Where’s the Outrage? Conference in San Francisco, where he spoke about how charter school operators can best deal with teachers’ unions. This past January he was on panels in Los Angeles, San Diego and San Mateo in support of National School Choice week. Additionally, CTEN has hosted two informational events this year – one addressing the secret agenda that is prevalent in many schools these days and the other concerning itself with California’s new Parent Trigger law. The latter event was covered by both the English and Spanish language press.
Sand has also worked with other organizations to present accurate information about the relationship between teachers and their unions, most recently assisting in the production of a video for the Center for Union Facts in which a group of teachers speak truthfully about the teachers’ unions. At this time, he is conferring with and being an advisor to education policy experts who are crafting major education reform legislation.
CTEN maintains an active and strong new media presence, reaching out to teachers and those interested in education reform across the USA, and around the world, with its popular Facebook page, whose members include teachers, writers, think tankers, and political activists. Since 2006, CTEN has experienced dramatic growth.