We’ve talked frequently on this blog about the heroic individuals striving to reform America’s education system as well as the many state and local efforts to institute merit pay proposals. This country does not, however, have a widely utilized merit pay system for public school teachers. What has become clear throughout our efforts to update all of your about the current education reform environment are the reasons why merit pay hasn’t been implemented as widely as it should be. What follows is a brief summary of those reasons, and what ways reformers can try to overcome these obstacles.
1. Unfair or Unclear Evaluation Standards: This is the biggest complaint, and perhaps the most justified, from teachers and other education professionals. Creating a system that standardizes and accurately evaluates educators is not easy. Should more weight be put on increases in student test scores or principal evaluations? How do you incorporate subjective criteria like peer or student review, when those data points will be inherently biased? How do you ensure that teachers and principals don’t bring their own personal feelings about other teachers into the decision-making process? All of these concerns are valid, but none of them are reason enough not institute such a system, just as any difficult problem should not be abandoned because of its challenges. We can try to understand and address these fears. One thing that we can do is incorporate several evaluation criteria into the performance standard, that includes principal recommendations, peer assessments, objective, numerical data like test scores, and the kinds of subjects being taught. In addition, government officials must work with teachers to develop the standard that they will be evaluated by.
2.Union Pressures: Another very common obstacle to reform is the pressure from teachers’ unions to oppose merit pay proposals. The reality is that not every current teacher will be rewarded by the reward campaign, which places unions in an uncomfortable position. Although the reward bill will benefit many of America’s finest teachers, it will also require some to find new lines of work. Unions are perhaps justifiably concerned with merit pay proposals and how they will affect their least productive members. What this bill, as well as other merit proposals, do not do, however, is take away collective bargaining power. Teachers’ unions are still able to bargain for the length of the school day, for equal pay for men and women, and should bargain for increased pay generally and for their most productive and successful members. The American Bar Association and American Medical Association laud their most successful members, while it often seems that teachers’ unions are there for the support of the lowest common denominator. We’ve also seen how unions can be the greatest allies in the effort to reform America’s schools. In Indiana, union officials were extremely supportive of the state’s new reform efforts, and it was no coincidence that recent efforts in that state are the closest to an ideal merit pay solution. Just like teachers must be included in the evaluation structure, unions must be included in the formulation process. It is vital to make sure they understand collective bargaining rights will not be compromised as well as stress that the majority of their members will make more money under merit pay bills.
3. Possible Cost Increases: If teachers are paid more, the money has to come from somewhere. Many deficit hawks and budget wonks will be leery of increasing education expenditures. In addition, the costs would most likely be passed on to the state and local governments, even if merit pay was instituted at the federal level. The national government pays for only nine percent of all education spending. In California, for example, education spending is 52% to 55% of the state budget (California Department of Finance), but education spending varies across state lines. According to the Federal Education Budget Project, “Per pupil spending – which includes funding from federal, state, and local sources – ranged from as little as $5,978 per pupil in Utah to as much as $17,620 per pupil in New Jersey in school year 2007-08" (Federal Education Budget Project). To be certain then, the budgetary impact on merit pay proposals would affect different states and different levels of government quite differently. It would have little impact on the federal budget. In the end, this hurdle comes down to a value judgment. Do states value increased education spending or tax breaks? To be sure, both education spending and a balanced budget are important, but they are not mutually exclusive, and the merit pay proposals, including the REWARD bill would not preclude states from achieving fiscal responsibility.
4. The Status Quo and other Political Obstacles: Finally, reformers will have to tackle the status quo as well as political obstacles. According to a lecture given by Geoffrey Canada at Dartmouth College on April 25th, teachers’ unions are the single largest campaign contributor in the United States. Democrats, and some Republicans, are, in part, able to succeed in politics because of the substantial political support that teachers’ unions garner. The powerful groups deliver not only votes but also produce financial benefits, and provide volunteers to knock on doors, make phone calls, and provide other support for the campaigns themselves. In some ways this problem is similar to the others we’ve talked about. Teachers’ unions have an interest in maintaining power over their members and at all points during the political process. Losing any members of the union, even if it means gaining new members, is not politically popular. The status quo is a powerful force to overcome, but reformers need to talk about common sense solutions (like the REWARD bill and other merit pay proposals) to important problems in order to combat the illogical arguments of many entrenched interest groups.
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