Posts tagged ‘teacher pay’

November 27, 2012

More Money for Business as Usual

Larry Sand President California Teachers Empowerment Network

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, a former classroom teacher, 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.

November 16, 2011

Teachers are Overpaid and Underpaid

A new study claims that public school teachers are overpaid. Are they? Depends.

President California Teachers Empowerment Network

An ongoing whine from teachers unions and their fellow travelers is that public school teachers don’t earn enough money. But according to Andrew Biggs, a researcher at the American Enterprise Institute scholar and Jason Richwine, a senior policy analyst at the Heritage Foundation, it is just not true. In fact, in a recently released study, they find that teachers are overpaid. Typically teachers have many perks like excellent healthcare and pension packages which aren’t counted as “income.” 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.”

Needless to say, the usual suspects are none too pleased with the report. A teacher-blogger going by New York City Educator calls his piece, “‘That’s Just Mean’: Bullies at the Heritage Foundation.” Okay, whatever.

Education Secretary Arne Duncan claims that

“…public school teachers are ‘desperately underpaid’ and has called for doubling teacher salaries.”

American Federation of Teachers President Randi Weingarten bashed the report, huffing that it’s full of “ridiculous assertions” says,

“The AEI report concludes that America‘s public school teachers are overpaid — something that defies common sense — and uses misleading statistics and questionable research to make its case.

“If teachers are so overpaid, then why aren’t more “1 percenters” banging down the doors to enter the teaching profession? Why do 50 percent of teachers leave the profession within three to five years, an attrition rate that costs our school districts $7 billion annually?”

Kim Anderson, advocacy director at the National Education Association, who questions the reliability of the report, chimes in,

Talented individuals turn away from this rewarding profession because they are forced to choose between making a difference in the lives of students and providing for their families.”

After a quick look at the negative responses, an obvious fix emerges: We should pay teachers by how effective they are in the classroom. By doing this, we would attract a more professional class of teachers. In every other profession in America, people are paid by how competent and productive they are. Good doctors earn more money than their less talented colleagues; good lawyers command higher fees than those who regularly lose their court cases, etc. Why do we make a special case for education – where competency is paramount?

It’s because teachers are positioned in our society like industrial workers, not professionals. Government run schools and the powerful teachers unions have coalesced to make teaching the equivalent of working in a glorified auto plant. Due to the one-size-fits-all nature of collective bargaining, we have an appalling system whereby teachers can make more money simply by logging years on the job and by taking useless professional development classes. Teacher quality throughout almost every school district in the country is a non-factor in teacher compensation.

Hence the real answer to the question, “Are teachers overpaid?” is no and yes. The good ones are most definitely underpaid and the mediocre and worse are most definitely overpaid.  Andrew Biggs points this out,

“…across-the-board pay increases are hardly warranted. What is needed is pay flexibility, to reward the best teachers and dismiss the worst.”

In his review of the teacher pay study, AEI’s Rick Hess analyzes the rigidity of the current system,

“In a routine day, a 4th grade teacher who is a terrific English language arts instructor might teach reading for just 90 minutes. This is an extravagant waste of talent, especially when one can stroll down the hallway and see a less adept colleague offering 90 minutes of pedestrian reading instruction.”

On Jay Greene’s blog, Heritage’s Lindsey Burke sums it all up quite well,

“Effective teachers should be handsomely rewarded for the impact they are having on a child’s education. By reforming compensation policies in a way that accounts for the abilities of great teachers to improve student outcomes, we will ensure excellent teachers are richly compensated, and mediocre teachers have a strong incentive to improve.”

Teachers need to demand freedom from the government-teacher union monopoly. Until they escape from this highly unprofessional set-up, join other professionals and are paid according to their ability, they will continue to be treated as interchangeable parts. Yes, if they follow this advice, they may lose some of their union guaranteed perks. But in exchange, they will be treated as professionals with all the respect, esteem and compensation accorded to those in that class.

But in the meantime, we will continue to overpay bad and mediocre teachers and underpay the good ones. And the teachers unions and their allies will keep on bellyaching about yet another lousy state of affairs that they are responsible for.

Larry Sand, a former classroom teacher, 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.

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