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". . . taxpayers spend a fortune on education--$565 billion in 1997." "One out of five teachers-many of the best-began abandoning the profession in 1991 for more rewarding careers, according to the U.S. Department of Education." |
Unfortunately, our solution to these problems is to dumb down not wise up. We give "A"s and "B"s to two-thirds of the nation's eighth graders even though many are unprepared to handle high school, "recenter" SAT scores to obscure declining student abilities, and offer remedial classes to college students, according to the U.S. Department of Education. Finally we grant college diplomas-and teaching degrees-to folks who haven't mastered high school material. (Tell me, who hasn't heard about that 60 percent failure rate on the Massachusetts teacher's exam?). Although students, teachers, and school administrators clearly do not make the grade, taxpayers spend a fortune on education--$565 billion in 1997. The United Way estimates states and businesses shell out $20 billion annually to teach employees and college students fundamental literacy skills. The reason? We invest in good "educators" not good teachers. Good teachers, people serious about a subject, don't major in education. Scientists major in science, historians study history, and mathematicians focus on math. If people are really serious, they earn graduate degrees. So why aren't more of these experts teaching our children? Because a B.A. in education qualifies teachers, but an M.A. or even a Ph.D. in any other field does not. Furthermore, adding college teaching to a doctorate won't get the most persistent teacher-wanna-be a job in a public school. We don't "certify" people to teach unless they've taken educational theory courses, no matter how knowledgeable they are in academic areas. How many brilliant people with graduate degrees do you think are willing to sacrifice $20,000 and an additional two years in education courses in order to land a $25,000 per year teaching job? The number is less if you consider that we refuse to pay higher starting salaries to career changers who may have spent years working in their fields. Noncompetitive salaries and unreasonable requirements discourage professionals and capable college graduates from entering teaching; overcrowded classrooms and disrespectful students keep even the most dedicated teachers from staying. One out of five teachers-many of the best-began abandoning the profession in 1991 for more rewarding careers, according to the U.S. Department of Education. Can we really blame them? All too often we demand they tolerate students whose abusive language and disruptive behavior in the classroom prevent teaching and would surely get these kids locked up or expelled from any church, store, library, or movie theatre. In fact, chances are one in five that an U.S. school has at least one police officer stationed there full-time. "Teaching is rewarding, but the pay is lousy" is fast becoming "Teaching is unrewarding, and the pay is lousy." It's time we reversed this dangerous trend. Let's remove the students and teachers who stand in the way of education. We will save money and graduate smarter kids when we make it easier for motivated, knowledgeable professionals to transition into the field and to teach when they do. There is no reason we should train defense employees on the job--to program ballistic missiles, for goodness sake--but not teachers. Don't misunderstand, though. Paying teachers competitive starting salaries and hiring more academic experts won't guarantee a Lake Wobegone Society. Every student is not "above average," regardless of the number of "A"s and "B"s teachers are encouraged to pass out. But our chance for improving public schools rises dramatically when we make it easier, not more difficult, for the right people to become teachers. Smart people want to teach. Are we wise enough to let them into the classrooms? Will we pay what it takes to keep them there? |