Outcome Equity in Education: 1994 AEFA Yearbook, Vol. 15 Book

A provocative solution

Brian Crosby understands what is happening in our public schools. Our public schools really are facing a crisis of unprecedented proportions, especially in Crosby's (and my) home state, California. He understands that a society that pays its prison guards more than its teachers has its values distorted. His solution is a noble one, one that will work, and he outlines in considerable detail the steps necessary for its implementation in this easy to read, well thought out presentation. However, I am sorry to say that I don't think the $100,000 teacher is going to happen any time soon.

Why? Mainly because there is a perception on a significant part of the public that teachers have it easy because they only work 180 days a year and therefore shouldn't be paid more. As a former teacher myself, one who retired young from the profession because of the inequities experienced, I can tell you that this perception is grossly mistaken for any number of reasons, but is true in at least one sense. To put it bluntly, it is true for the teacher who doesn't care, for the teacher who just wants to get a paycheck, for the teacher who has tenure and sees his or her responsibility as not extending beyond that of a glorified babysitter. And this goes for administrators who only want glorified babysitters. Crosby understands this and that is why his program is designed to weed out the teacher who doesn't care and reward the teacher who takes pride in teaching and wants to help his or her students succeed. That teacher IS a $100,000 teacher, if only we knew.

The salient point of this book then is a realization that the problem of adequate public financial support for education and for upgrading the teaching profession will not be solved until the present tenure system is abolished. As Crosby expresses it, "...no matter the lousy job one performs, once tenured (after a two or three years of teaching), one is in it for life." (p. 106)

The immediate effect of this system is to tie the hands of administrators. They cannot easily influence poor teachers, nor can they get rid of them. Conversely those teachers who really care and give their best to their students are not rewarded and so they leave the profession in frustration. As Crosby points out on the very first page of the book, "One-fifth of all new teachers quit within three years" and "Half of all new teachers quit within five years."

An unintended consequence of the present system is to make teachers and administrators adversaries. Administrators want teachers to do more, but teachers are not rewarded for doing more, so they (the ones that stay) resist. In addition, typically the school principal leads the negotiating committee for the school district against the teacher's union. So instead of working together for student achievement, teachers and administrators become adversaries. This dissipates their ability as educators.

In the long run the effect of the tenure system is synergistic in a negative sense in that it tends to attract and keep only mediocre teachers poorly supervised by mediocre administrators who are at odds with one another. Although this truth is well-known to everybody in the profession, suggestions for abolishing the system will not sit well with the various teacher's organizations since they are addicted to tenure and cannot kick the habit. An enlightened and energized public is necessary to help them. This in essence is what Crosby is calling for.

His solution must be taken seriously because there are standing in the wings other "solutions" to the problem including the privatization of education through something like a voucher system. Vouchers will lead to the end of public education in America, that is, to the dismantling of a system that was largely responsible for the fabulous economic growth of this country. Privatization will then lead to a further economic polarization of society. Those who have the wherewithal will be able to afford a good education for their children; those who do not, will not.

In any case, teachers and their professional organizations should be aware, that the time of the mediocre teacher and the adversarial system between mediocre teachers and mediocre administrators is coming to an end. I hope that the public sees the light in time and the reforms outlined by Crosby become a reality.

--Dennis Littrell, author of the mystery novel, "Teddy and Teri"