About half of the Nation thinks that schools are not preparing kids adequately for college and the work force.
Education is trying to function at cross purposes. I keep reading about how all students need algebra in the 8th grade. "Algebra is the gateway to college". But, since when does everyone in the work force need college or choose the college path? Is college the new high school? Is it recommended for everyone? Solving linear equations, the essence of algebra, is not going to help huge numbers of people in the Nation's workforce. Being able to handle fractions and percents, which many students have not mastered, including students in higher level courses such as advanced algebra, would serve to better prepare students for the work force and life.
If we need to do a better job training kids for college and the work force then we might want to think of offering different kinds of high school education. A student might want to prepare for college. Others might want to prepare for business, a trade, or the arts. If we start offering appropriate training in high school, then we will have appropriately trained students entering college and the work force.
Finding:I have taught honors level math courses. Good! My salary will reflect the fact that my students are doing well on standardized tests. I have taught remedial math. Woe is me! A salary cut because many of the students in my class speak English as a second language, a large percentage of them have learning disabilities, are economically disadvantaged, or any other number of reasons that cause students to have trouble learning math. The remedial students are much more difficult to teach than the honors level students. The quality of the teacher is more crucial at the remedial level, yet the test scores won't show how capable that teacher is.
Sixty percent of adults think that teacher pay should in some way be tied to student results on standardized testing.
An analogy: One person has an automobile that is an engineering wonder. It performs well with little service and the service that it does need is straight forward and simple. The other person has a car that was manufactured with questionable engineering. It is made of plastic parts that break down and need to be replaced often. It is always in the shop due to its poor quality construction. The cars are repaired at two different repair shops. The first car goes to a shop that is spotlessly clean. Any replacement parts are readily available and are of top quality. The second car goes to a shop that is falling apart. It is filthy. The parts have to be ordered and take days to get to the shop. When they arrive at the shop, they are of poor quality because the clients can't afford better parts. Yet the mechanic is able to keep the car running despite the poor circumstances of the shop. The first car always runs better than the second car in all tests.
The second mechanic risks his life everyday to get to work because the shop is in a crime ridden neighborhood. He is in fact a much better mechanic than the first. When a part can't be found, he is able to fashion one to suit the purpose, in order to get the car back on the road. He does work for free sometimes because his clients can't always pay.
The way that 60% of our Nation thinks is that the first mechanic should get paid more because the car he works on always performs better in all tests.
For anyone who thinks this way, be clear on what you really mean. If teacher pay is to be based on testing outcome, then you are advocating that teachers who teach in schools that have everything they need, for kids who want naught, should be paid more than teachers who work with students who have little, in schools that are falling apart. Testing outcomes are directly related to the zip codes of the homes of the students.
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