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Economists Take Aim at Bonuses for Teachers with Masters Degrees


NOTE: In 2001, Donna Gordon Blankinship is former editor and business manager at The Jewish Transcript.

Also NOTE: This is part of the full press assault on teacher experience, teacher credentialism, and teacher evaluation--conducted in tandem by the Bill and Melinda Gates Foundation and the U. S. Department of Education. See People at the US Department of Education Know What the Bill & Melinda Gates Foundation Tells Them.

The Bill and Melinda Gates Foundation speaks and the US Department of Education and the national press genuflect.

Take a listen to Bruce Cockburn's Democracy. . . People need to see teacher bashing as part of the bigger picture: the idolotry of ideology.



RESPONSE TO: Economists Take Aim at Bonuses for Teachers with Master's Degrees by Flip Jones:

Well now you have it again: Arne Duncan and the âBig Boys,â including the dropout, have decided what is best for education, and almost none of them has been a classroom teacher. Make particular note of the fact that Arne's reforms in Chicago didn't work well at all. Now you have a case of the blind (and deaf, and dumb, particularly dumb in the modern sense) trying to lead the sighted and fully functioning, i.e. the teachers.

In Asian countries, there is one proviso concerning a person's profession and their ability to earn a living: do not fuck with a person's "bowl of rice." It is their last vestige of dignity--their ability to earn a living.

The Master's Degree bonus serves to improve student learning in at least one way: it allows teachers to keep on teaching, to keep their heads above water economically, to keep on teaching. Otherwise, the pitifully (actually, abysmally low would fit better) low salaries teachers are paid, would force teachers to seek employment elsewhere, or get 2nd (or 3rd) jobs, either of which would make them less effective in the classroom.
People who REALLY understand education and teachers, know that it's not about the money at all (as long as they can keep their families fed, keep a roof over their heads, a car in the driveway, health care, plus a few (very few) meager luxuries, like vacations, college educations for their kids, etc. Anyone who REALLY knows a teacher knows that, as long as these basic needs are met, MOST TEACHERS WOULD TEACH FOR ABSOLUTELY NO SALARY. THEY WOULD TEACH FOR THE LOVE OF THE KIDS AND THE LOVE OF THE PROFESSSION.

But, alas, Arne and his pack of dogs are chasing little Eva on the ice flows, trying to take everything from her, because economists and certain education "experts" have said that the bonus doesn't improve achievement. But, it DOES improve achievement and keep us from losing ground (due to the truly pitiful support and amount of understanding that exists), because it keeps experienced educators from walking out due to dreadful personal incomes.
What theyâre saying probably does look good and logical to the statistically ignorant, many of whom are in this group chasing "little Eva."

There are three types of lies: "lies, damned lies, and statistics." Anyone with a modicum of mathematical knowledge and ability knows that the experts at statistics can make them say pretty much whatever they wish. The public, almost none of whom has had even a brushing acquaintance with statistics, is totally in the dark and, thus, forced to rely on the experts for interpretation.

One last plea: PLEASE allow people who are very familiar with education (read "teachers" here) to make the important decisions for education. After all: You trust them with the children, don't you?


by Donna Gordon Blankinship

SEATTLE â Every year, American schools pay more than $8.6 billion in bonuses to teachers with master's degrees, even though the idea that a higher degree makes a teacher more effective has been mostly debunked.

Despite more than a decade of research showing the money has little impact on student achievement, state lawmakers and other officials have been reluctant to tackle this popular way for teachers to earn more money.

That could soon change, as local school districts around the country grapple with shrinking budgets.

Just this week, U.S. Education Secretary Arne Duncan said the economy has given the nation an opportunity to make dramatic improvements in the productivity of its education system and to do more of what works and less of what doesn't.

Duncan told the American Enterprise Institute on Wednesday that master's degree bonuses are an example of spending money on something that doesn't work.

On Friday, billionaire Bill Gates took aim at school budgets and the master's degree bonus.

"My own state of Washington has an average salary bump of nearly $11,000 for a master's degree -- and more than half of our teachers get it. That's more than $300 million every year that doesn't help kids," he said.

"And that's one state," said Gates, the co-chair of the Bill & Melinda Gates Foundation, at a speech Friday in Louisville to the Council of Chief State School Officers. Gates also took aim at pensions and seniority.

"Of course, restructuring pay systems is like kicking a beehive," he acknowledged.

As of 2008, 48 percent of public school teachers in this country had a master's degree or above, and nearly every one of them got a bonus of between $1,423 and $10,777 each year, according to research from the University of Washington.

Most school budgets have been tight for years, with districts trimming everything from printing to teachers.

Michael Podgursky, an economics professor at the University of Missouri, said the economic downturn may force payroll reform in some places where the political will has been lacking. And they don't have to blow up the old system to do it, he said.

"We're experimenting now," he said, noting pay-for-performance experiments in New York City, Houston and Nashville.

Ninety percent of teachers' masters degrees are in education, not subjects such as English or math, according to a study by Marguerite Roza and Raegen Miller for the Center on Reinventing Education at the University of Washington.

Their colleague, research professor Dan Goldhaber, explained that that research dating back to a study he did in 1997 has shown that students of teachers with master's degrees show no better progress in student achievement than their peers taught by teachers without advanced degrees.

Goldhaber said his findings were criticized vehemently in the 1990s, but repeated studies since then have confirmed the results.

Roza and Miller found more than 2 percent of total education spending in 13 states â Alabama, Alaska, Arizona, Connecticut, Delaware, Kentucky, Minnesota, Nevada, New York, Ohio and South Carolina, plus Washington and Nebraska, where the dollars topped 3 percent â went to masters degree bonuses.

The American Federation of Teachers, the nation's second largest teachers union doesn't oppose changes in the way teachers are paid and is willing to talk about just about any reform idea, said Rob Weil, deputy director of educational issues.

"We're not opposed to looking at compensation systems and making sure our compensation moves forward and changes with the times," he said. But, he adds, "Change for change's sake isn't what we ought to be doing."

Weil said the problem is that most school districts don't know what they want to do instead of the traditional salary schedule that gives teachers more money for years of service and additional education.

"I go into school districts all the time and say, 'What do you want to pay for?' and that's when nobody's home," he said.

The National Education Association, which is the nation's largest teacher's union, has floated the idea of paying higher starting salaries for teachers to attract more and better teachers to the profession. Others have suggested rewarding teachers for student achievement gains.

American teacher pay has been structured the same way in every state since before World War II. Before then, high school teachers were paid more than primary school instructors. Establishing one pay rate was a feminist issue since teachers in the younger grades used to be mostly women and most high school teachers were men.

Even in states where teacher pay is set by the school district according to market factors, the pay schedule has been the same way for many decades, Podgursky said.

Debating a change could be more controversial and unpopular than cutting chocolate milk from the school cafeteria menu.

But education economists believe this idea can't be ignored forever, because teacher pay is the biggest part of education budgets and the salary schedule drives that spending.

Erick Hanushek, senior fellow at the Hoover Institution at Stanford University, said this kind of contract change would be difficult but not impossible, despite teachers unions being among the most influential lobbies in many state capitols.

School districts won't save much money because they won't be able to cut teacher pay overall, but they could start redirecting cash to the most effective teachers, as measured in ways other than what degrees they have earned, he said.

Teachers may need to accept a two-tiered system at first to grandfather in those getting the bonuses. The biggest losers will be university education schools, because they make a lot of money on master's degrees, Hanushek said.

"There's a relationship between education schools and teachers that is not particularly healthy," he said.

Hanushek said the University of Washington estimate of the $8.6 billion annual cost of master's degree money is low.

"It's what you would call free money, but not from a political standpoint," he said.

— Donna Gordon Blankinship, with comment by Flip Jones
Seattle Times

2010-11-20

http://seattletimes.nwsource.com/html/nationworld/2013482104_apusteachermastersdegrees.html

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