survey says

Support for boosting teacher pay is at a 10-year high, new survey finds

Colorado teachers wearing "Red for Ed" gather in front of the Capitol on the first of two days of protest around school funding. (Erica Meltzer/Chalkbeat)

After a year of teacher protests, an increasing number of Americans think teachers should be paid more, according to a new national survey.

Sixty-seven percent of respondents said that teacher salaries should increase, up from 61 percent last year, according to a survey conducted by the research magazine Education Next. The poll is notable for its close tracking of parents and teachers’ opinions on contested education issues, in addition to those of the broader public.

The 67 percent figure is the highest support for increasing teacher pay has been since 2008, just before the financial crisis. Support rose this year among members of all political parties, and was especially high among those from states with recent teacher protests, like West Virginia and Arizona.

Support for increasing teacher pay is slightly lower when respondents are told the average annual salary for teachers — 49 percent say we should increase it — though that number has risen 13 points since last year.

What’s behind this rise in support? The researchers offered two possible explanations: one, that those teacher walkouts and protests have bolstered support, and two, that people are more receptive to the idea of salaries rising when the economy is in good shape and wages across the economy are increasing, as they are now.

“These two explanations may in fact work together,” said Marty West, a Harvard professor and the magazine’s editor in chief.

Here are five other things we learned from the survey:

Agency fees are unpopular. In June, the Supreme Court said public unions — including teachers unions — cannot charge mandatory fees to non-union members. The decision is in line with public opinion: 56 percent of respondents oppose requiring teachers to pay agency fees, according to the survey.

A large gap exists between members of different political parties, with 56 percent of Republicans opposing the fees compared to 35 percent of Democrats. Notably, the survey was conducted before the Janus Supreme Court decision, so the researchers are unsure whether pro-union or anti-union campaigns since then have changed public opinion.

When people are given the arguments for and against agency fees, support increases by several points.

Support for charter schools has rebounded a bit. Last year’s survey included a 12 point drop in support of charter schools, one of the largest changes in public opinion in the survey’s 12-year history. This year, opposition to charter schools held steady (36 percent in 2017 to 35 percent in 2018), but support for charter schools increased 5 points, to 44 percent. The increase was concentrated among Republicans, widening the partisan divide on the issue.

Americans don’t like using race or income to assign students to schools. The survey finds that the majority of the public opposes taking race into account in school assignment decisions, with 57 percent opposed and only 18 percent supportive. Black and Hispanic respondents were also generally against the idea, though somewhat less so than white respondents.

Income-based affirmative action policies are equally unpopular, though opposition to both income and race-based policies has fallen slightly since the poll last asked the question in 2008.

In July, the U.S. Department of Education withdrew several Obama-era documents that had offered advice about how public schools could legally consider race to assign students to K-12 schools.

Support for school vouchers has increased. Opinions on sending public money to private schools in the form of vouchers are famously difficult to poll, because the results vary drastically based on how the question is worded. Here, 54 percent of the public backed a program described as giving families a “wider choice” in school; that’s up 9 points since last year. That’s surprising, since Education Secretary Betsy DeVos has championed the policy and is widely unpopular, according to previous polling.

In the Education Next poll, support is 10 points lower if the word “voucher” is introduced — which is likely why private school choice advocates often avoid the term. And a 2017 poll from another organization found that only 39 percent of respondents backed “allowing students and parents to choose a private school to attend at public expense.”

Teachers really oppose charter schools, vouchers, and merit pay. On those issues, teachers’ views diverge from the general public’s.

Fifty-five percent of teachers oppose charter schools, compared to 35 percent of the public. For vouchers, 58 percent of teachers oppose them, while 31 percent of the public does. And a full 73 percent of teachers oppose merit pay, compared to 36 percent of the public.


Tennessee schools chief Candice McQueen leaving for job at national education nonprofit


Tennessee’s education chief is leaving state government to lead a nonprofit organization focused on attracting, developing, and keeping high-quality educators.

Candice McQueen, 44, will become the CEO of National Institute for Excellence in Teaching in mid-January.

Gov. Bill Haslam, whose administration will end on Jan. 19, announced the impending departure of his education commissioner on Thursday.

He plans to name an interim commissioner, according to an email from McQueen to her staff at the education department.

“While I am excited about this new opportunity, it is hard to leave this team,” she wrote. “You are laser-focused on doing the right thing for Tennessee’s students every single day – and I take heart in knowing you will continue this good work in the months and years to come. I look forward to continuing to support your work even as I move into this new role with NIET.”

A former teacher and university dean, McQueen has been one of Haslam’s highest-profile cabinet members since joining the administration in 2015 to replace Kevin Huffman, a lawyer who was an executive at Teach For America.

Her tenure has been highlighted by overhauling the state’s requirements for student learning, increasing transparency about how Tennessee students are doing, and launching a major initiative to improve reading skills in a state that struggles with literacy.

But much of the good work has been overshadowed by repeated technical failures in Tennessee’s switch to a computerized standardized test — even forcing McQueen to cancel testing for most students in her second year at the helm. The assessment program continued to struggle this spring, marred by days of technical glitches.

Haslam, who has consistently praised McQueen’s leadership throughout the rocky testing ride, said Tennessee’s education system has improved under her watch.

“Candice has worked relentlessly since day one for Tennessee’s students and teachers, and under her leadership, Tennessee earned its first ‘A’ rating for the standards and the rigor of the state’s assessment after receiving an ‘F’ rating a decade ago,” Haslam said in a statement. “Candice has raised the bar for both teachers and students across the state, enabling them to rise to their greatest potential. I am grateful for her service.”

McQueen said being education commissioner has been “the honor of a lifetime” and that her new job will allow her to “continue to be an advocate for Tennessee’s teachers and work to make sure every child is in a class led by an excellent teacher every day.”

At the National Institute for Excellence in Teaching, she’ll work with states, districts, and schools to improve the effectiveness of teachers and will operate out of the organization’s new office in Nashville. The institute’s work impacts more than 250,000 educators and 2.5 million students.

“Candice McQueen understands that highly effective teachers can truly transform the lives of our children, our classrooms, our communities and our futures,” said Lowell Milken, chairman of the institute, which has existing offices in Phoenix, Washington, D.C., and Santa Monica, Calif.

In an interview with Chalkbeat, McQueen said numerous organizations had approached her about jobs this year as Tennessee prepared to transition to a new administration under Gov.-elect Bill Lee. She called leading the institute “an extraordinary opportunity that I felt was a great fit” because of its focus on supporting, leading, and compensating teachers.

“It’s work that I believe is the heart and soul of student improvement,” she said.

McQueen’s entire career has focused on strengthening teacher effectiveness and support systems for teachers. Before joining Haslam’s administration, the Tennessee native was an award-winning teacher; then faculty member, department chair, and dean of Lipscomb University’s College of Education in Nashville. As dean from 2008 to 2015, Lipscomb became one of the highest-rated teacher preparation programs in Tennessee and the nation. There, McQueen also doubled the size and reach of the college’s graduate programs with new master’s degrees and certificates, the university’s first doctoral program, and additional online and off-campus offerings.

As Haslam’s education commissioner the last four years, McQueen stayed the course on Tennessee’s 2010 overhaul of K-12 education, which was highlighted by raising academic standards; measuring student improvement through testing; and holding students, teachers, schools, and districts accountable for the results.

Candice McQueen has been commissioner of education for Republican Gov. Bill Haslam since 2015.

One of the plan’s most controversial components was teacher evaluations that are tied to student growth on state tests — a strategy that McQueen has stood by and credited in part for Tennessee’s gains on national tests.

Since 2011, Tennessee has seen record-high graduation rates, college-going rates, and ACT scores and steadily moved up in state rankings on the Nation’s Report Card.

Several new studies say Tennessee teachers are getting better under the evaluation system, although other research paints a less encouraging picture.

Her choice to lead the national teaching institute quickly garnered praise from education leaders across the country.

“The students of Tennessee have benefited from Candice McQueen’s leadership, including bold efforts to ensure students have access to advanced career pathways to lead to success in college and careers, and a solid foundation in reading,” said Carissa Moffat Miller, executive director of the Council of Chief State School Officers.

Louisiana Education Superintendent John White said McQueen brings ideal skills to her new job.

“She is not just a veteran educator who has worked in higher education and K-12 education alike, but she is also a visionary leader with a unique understanding of both quality classroom teaching and the systems necessary to make quality teaching possible for millions of students,” White said.

Read more reaction to the news of McQueen’s planned exit.

reading science

Reading instruction is big news these days. Teachers, share your thoughts with us!

PHOTO: Helen H. Richardson, The Denver Post

Lately, lots of people are talking about reading. Specifically, how it’s taught (or not) in America’s schools.

Much of the credit is due to American Public Media reporter Emily Hanford. In September, she took an in-depth look at what’s wrong with reading instruction in the nation’s classrooms and how explicit, systematic phonics instruction could help.

The crux of the issue is this: In the 1980s and 1990s, the “whole language” approach to teaching reading took hold, relying on the idea that learning to read is a natural process that could be helped along by surrounding kids with good books. At many schools, phonics was out.

In time, many educators brought small doses of phonics back into their lessons, adopting an approach called “balanced literacy.” The problem is, neither whole language nor balanced literacy is based on science, Hanford explained.

Her work on the subject — an audio documentary called Hard Words, a follow-up Q&A for parents, and an opinion piece in the New York Times — has spawned much discussion on social media and elsewhere.

A Maine educator explained in her piece for the Hechinger Report why she agrees that explicit phonics instruction is important but doesn’t think “balanced literacy” should be thrown out. A Minnesota reporter examined the divide in her state over how much phonics should be included in reading lessons and how it should be delivered.

In a roundtable discussion on reading last spring, Stephanie Finn, a literacy coach in the West Genesee Central School District in upstate New York, described the moment she became disillusioned with the whole language approach. It was while reading a story with her young daughter.

“The story was about gymnastics and she had a lot of background knowledge about gymnastics. She loved gymnastics. She knew the word ‘gymnastics,’ and ‘balance beam’ and ‘flexible’ and she got to the girl’s name and the girl’s name was Kate, and she didn’t know what to do,” said Finn. “I thought ‘Holy cow, she cannot decode this simple word. We have a problem.’”

In an opinion piece in Education Week, Susan Pimentel, co-founder of StandardsWork, provides three recommendations to help educators promote reading proficiency. Besides not confining kids to “just-right” books where they already know most words, she says teachers should increase students’ access to knowledge-building subjects like science and social studies. Finally, she writes, “Let quality English/language arts curriculum do some of the heavy lifting. Poor-quality curriculum is at the root of reading problems in many schools.”

Meanwhile, some current and former educators are asking teacher prep program leaders to explain the dearth of science-based lessons on reading instruction.

An Arkansas teacher wrote in a letter to her former dean on Facebook, “while I feel like most of my teacher preparation was very good, I can say I was totally unprepared to teach reading, especially to the struggling readers that I had at the beginning of my career in my resource classroom.”

Former elementary school teacher Robert Pondiscio, a senior fellow and vice president for external affairs at the Thomas B. Fordham Institute, wrote to his former dean, “I’m grateful for the professional credential … But if there’s anything one might expect an advanced degree in elementary education to include, it would be teaching reading. It wasn’t part of my program.”

Teachers, now we’d like to hear from you. What resonates with you about the recent news coverage on reading instruction? What doesn’t? Share your perspective by filling out this brief survey.