The Audacity of Hope - Barack Obama [76]
Both assumptions are wrong. Money does matter in education—otherwise why would parents pay so much to live in well-funded suburban school districts?—and many urban and rural schools still suffer from overcrowded classrooms, outdated books, inadequate equipment, and teachers who are forced to pay out of pocket for basic supplies. But there’s no denying that the way many public schools are managed poses at least as big a problem as how well they’re funded.
Our task, then, is to identify those reforms that have the highest impact on student achievement, fund them adequately, and eliminate those programs that don’t produce results. And in fact we already have hard evidence of reforms that work: a more challenging and rigorous curriculum with emphasis on math, science, and literacy skills; longer hours and more days to give children the time and sustained attention they need to learn; early childhood education for every child, so they’re not already behind on their first day of school; meaningful, performance-based assessments that can provide a fuller picture of how a student is doing; and the recruitment and training of transformative principals and more effective teachers.
This last point—the need for good teachers—deserves emphasis. Recent studies show that the single most important factor in determining a student’s achievement isn’t the color of his skin or where he comes from, but who the child’s teacher is. Unfortunately, too many of our schools depend on inexperienced teachers with little training in the subjects they’re teaching, and too often those teachers are concentrated in already struggling schools. Moreover, the situation is getting worse, not better: Each year, school districts are hemorrhaging experienced teachers as the Baby Boomers reach retirement, and two million teachers must be recruited in the next decade just to meet the needs of rising enrollment.
The problem isn’t that there’s no interest in teaching; I constantly meet young people who’ve graduated from top colleges and have signed up, through programs like Teach for America, for two-year stints in some of the country’s toughest public schools. They find the work extraordinarily rewarding; the kids they teach benefit from their creativity and enthusiasm. But by the end of two years, most have either changed careers or moved to suburban schools—a consequence of low pay, a lack of support from the educational bureaucracy, and a pervasive feeling of isolation.
If we’re serious about building a twenty-first-century school system, we’re going to have to take the teaching profession seriously. This means changing the certification process to allow a chemistry major who wants to teach to avoid expensive additional course work; pairing up new recruits with master teachers to break their isolation; and giving proven teachers more control over what goes on in their classrooms.
It also means paying teachers what they’re worth. There’s no reason why an experienced, highly qualified, and effective teacher shouldn’t earn $100,000 annually at the peak of his or her career. Highly skilled teachers in such critical fields as math and science—as well as those willing to teach in the toughest urban schools—should be paid even more.
There’s just one catch. In exchange for more money, teachers need to become more accountable for their performance—and school districts need to have greater ability to get rid of ineffective teachers.
So far, teacher’s unions have resisted the idea of pay for performance, in part because it could be disbursed at the