The author, Tad Hopp is graduating a PCUSA seminary – an extremely liberal, left-wing denomination.
I graduated college in 2007.
[…] I majored in English, not exactly what most people consider a ‘marketable’ or ‘practical’ degree…
[…]I went to a somewhat expensive private school…
[…]I did what many students in their last year of high school do: I went to the school where I felt I was being called…
[…]I do not regret my four years at my undergraduate institution one bit.
[….]When I graduated college, I owed nearly $50,000 in student loan debt and was unemployed for almost six months before I finally found a low-paying office job.
[…]“Can’t find a job? Well, you should have majored in something more ‘practical’, like economics or business or medicine.” Yeah, that would be great…if those were the subjects where my skills and passions lie. They’re not.
[…]I felt called to go to seminary.
[…]I will graduate seminary with close to six figures worth of student loan debt.
Let’s take stock of what he’s said so far:
he studied English, a language that he already spoke, which has one of the lowest employment rates
he was warned by people who knew something about earning and saving money not to study English
he went to a school he couldn’t afford to go to, and he graduated with $50,000 in debt
he went to seminary, another subject that doesn’t pay, and added another $50,000 or so of debt
he says that he doesn’t have to study subjects that lead to a career because he isn’t “passionate” about them
he “followed his heart” by going to the school that he had mystical, emotional, intuitions about = “calling”
My advice to Tad at this point would be for him to take the Bible seriously when it says this:
2 Thessalonians 3:10:
10 For even when we were with you, we used to give you this order: if anyone is not willing to work, then he is not to eat, either.
And 1 Timothy 5:8:
8 But if anyone does not provide for his own, and especially for those of his household, he has denied the faith and is worse than an unbeliever.
The Bible is giving us the goal of working. So what should we do to be able to reach that goal? Why should anyone hire us? What is working really about? It’s those kinds of questions that should guide what we study in school, and what jobs we pursue.
We know what careers have the highest starting salaries and mid-career salaries:
Why do some people get paid more than others? The answer is supply and demand. Prices are a way of determining what is most valued by your fellow man. Business owners pay more to people who offer their customers more value. If you really want to serve your neighbor, you have to learn something they really want, but can’t easily obtain. And then you will be paid more. You can’t do what makes you happy. You have to do what makes customers happy. That’s how the free market works – you make money when you provide something of value to others. You make money when you serve others. This is something that is very hard for self-centered, feelings-driven young progressives to grasp. But it’s something older Americans all know.
Is the PCUSA doing anything to address this crisis?
[…]What has our government done to address this issue?
[…]I, like so many in my generation, voted for Obama…
[…]It seems to me that we’ve bought into the lie that student loan debt is brought on by the individual person…
[…]You know what I think might stimulate the economy? Automatically cancelling every single outstanding student loan!
He insists that the results of his own choices aren’t his fault. But didn’t he make the choices about what to study? Didn’t he make the choice to follow his heart? Didn’t he disregard the advice of people who urged him to be practical? Who is to blame, if not he, himself?
Tad needs to push away all his friends who told him to “follow his heart” and stick close by his friends who told him to focus on providing value to others. Don’t look for advice from dreamers, look for advice from doers. Dreamers talk. But doers have demonstrated the ability to create plans that work to achieve results.
By the way, some of you might be wondering how serious this person was about his Christianity. Well, in another post, he comes out as gay. So clearly the Bible is being interpreted in a way where feelings are overturning the plain meanings of words. People who read the Bible closely never come away with the message that they should follow their hearts.
One of my friends has been having a debate with one of his former teachers about whether spending more money on government-run education improves tests scores. He tried posting some evidence, but she just dismissed that by claiming:
If we hadn’t spent more money, then the student test scores would have gone down instead of staying the same.
Most of the money that government spends on education goes to vouchers and private schools, not public schools
Economists at prestigious think tanks like that Cato Institute, the Heritage Foundation, and the American Enterprise Institute cannot be trusted to accurately cite the Bureau of Labor Statistics and the National Center for Education Statistics because of the Koch Brothers
You can’t compare the test scores of American students with the test scores of Asian students who outperform them, (for less government spending), because math is different in Asia compared to America
Let’s look at some data and see if her arguments are correct.
Does more spending mean higher student performance?
Comparing educational achievement with per-pupil spending among states also calls into question the value of increasing expenditures. While high-spending Massachusetts had the nation’s highest proficiency scores on the National Assessment of Educational Progress, low-spending Idaho did very well, too. South Dakota ranks 42nd in per-pupil expenditures but eighth in math performance and ninth in reading. The District of Columbia, meanwhile, with the nation’s highest per-pupil expenditures ($15,511 in 2007), scores dead last in achievement.
The student test scores are dead last, but National Review notes that “according to the National Center for Education Statistics, Washington, D.C. was spending an average of $27,460 per pupil in 2014, the most recent year for which data are available.” They are spending the most per-pupil, but their test scores are dead last.
CBS News reported on another recent study confirming this:
Decades of increased taxpayer spending per student in U.S. public schools has not improved student or school outcomes from that education, and a new study finds that throwing money at the system is simply not tied to academic improvements.
The study from the CATO Institute shows that American student performance has remained poor, and has actually declined in mathematics and verbal skills, despite per-student spending tripling nationwide over the same 40-year period.
“The takeaway from this study is that what we’ve done over the past 40 years hasn’t worked,” Andrew Coulson, director of the Center For Educational Freedom at the CATO Institute, told Watchdog.org. “The average performance change nationwide has declined 3 percent in mathematical and verbal skills. Moreover, there’s been no relationship, effectively, between spending and academic outcomes.”
The study, “State Education Trends: Academic Performance and Spending over the Past 40 Years,” analyzed how billions of increased taxpayer dollars, combined with the number of school employees nearly doubling since 1970, to produce stagnant or declining academic results.
“The performance of 17-year-olds has been essentially stagnant across all subjects despite a near tripling of the inflation-adjusted cost of putting a child through the K-12 system,” writes Coulson.
Where did the numbers come from? The Koch Brothers? No:
Data from the U.S. Department of Education incorporating public school costs, number of employees, student enrollment and SAT scores was analyzed to explore the disparity between increased spending and decreasing or stagnant academic results.
Well, at least government-run monopoly schools outperform private private schools, right? No:
[…][P]rivate schools, where students excel over public school peers, …manage to operate at budgets about 34 percent lower than taxpayer-funded schools, US Finance Post reports.
Public schools spend, on average, $11,000 per student, per year.
Coulson noted an Arizona study he conducted which showed that the average per-pupil spending at private schools was only about 66 percent of the cost of public schools.
When it comes to math, U.S. high school students are falling further behind their international counterparts, according to results released Tuesday of an ongoing study that compares academic achievement in 73 countries. And the news is not much better in reading and science literacy, where U.S. high schoolers have not gained any ground and continue to trail students in a slew of developed countries around the globe.
In the latest Program for International Student Assessment (PISA) measuring math literacy in 2015, U.S. students ranked 40th in the world. The U.S. average math score of 470 represents the second decline in the past two assessments — down from 482 in 2012 and 488 in 2009. The U.S. score in 2015 was 23 points lower than the average of all of the nations taking part in the survey.
More money is being spent, but the scores are DECREASING.
Now, why is it that increased government spending in the public school monopoly doesn’t improve student performance? Well, one reason is that very little of the money makes it to the classroom.
Where does all the money go?
Let’s look at four places where the money spent on the government-run public school monopoly ends up.
First, a lot of it gets paid to administrations who implement politically correct programs designed to turn the impressionable young people into little secular socialists.
This figure shows we now spend nearly $1,100 per student on retirement benefits. The average public school student teacher ratio is 16 to 1. So we are spending about $17,000 per year per teacher in pension contributions.
[…]The National Council on Teacher Quality writes,
In 2014 teacher pension systems had a total of a half trillion dollars in unfunded liabilities—a debt load that climbed more than $100 billion in just the last two years. Across the states, an average of 70 cents of every dollar contributed to state teacher pension systems goes toward paying off the ever-increasing pension debt, not to future teacher benefits (p. iii).
While we are spending a huge amount to fund teacher pensions, most of that spending doesn’t go to attracting the best teachers. It’s paying off past debts.
We can’t hire good teachers, because all the education spending of today is paying for the gold-plated pensions of yesterday.
That was 2014. The numbers are even worse today. Teachers contribute very, very little to their pensions, but the benefits are enormous compared to what the private sector taxpayers get in Social Security. (Which is going to be bankrupt by 2034, as reported by the far-left PBS)
Third, a lot of it is spent on teacher training, because apparently teaching multiplication, Shakespeare or geography changes every year, so the teachers need tens of thousands of dollars in annual training.
A new study of 10,000 teachers found that professional development — the teacher workshops and training that cost taxpayers billions of dollars each year — is largely a waste.
The study released Tuesday by TNTP, a nonprofit organization, found no evidence that any particular approach or amount of professional development consistently helps teachers improve in the classroom.
[…]The school districts that participated in the study spent an average of $18,000 per teacher annually on professional development. Based on that figure, TNTP estimates that the 50 largest school districts spend an estimated $8 billion on teacher development annually. That is far larger than previous estimates.
And teachers spend a good deal of time in training, the study found. The 10,000 teachers surveyed were in training an average of 19 school days a year, or almost 10 percent of a typical school year, according to TNTP.
Maybe if more of the money spent on education were spent directly on hiring teachers, then we would see an improvement. Unfortunately, a lot of the money meant for teachers goes to the teacher unions. How do they spend that money?
Finally, this is from OpenSecrets.org, concerning political contributions made in the most recent election cycle:
The two largest teacher unions came in at #9 and #11. Most of their donations go to Democrat Party. Democrats believe (against the evidence) that spending more money in the government-run public school monopoly will improve student performance on tests.
So, what’s the solution?
The solution is that we abolish the federal Department of Education, which has done nothing to improve the quality of education for students. We need to push the education of children back down to the state and local levels. We need to empower parents to choose the schools that work best for their children by giving parents vouchers. We need to increase tax-free education savings accounts to help parents with school expenses. We should also give free college tuition to homeschooled students who are admitted to STEM programs at any college or university. We can take the money from the pensions of the union administrators, after we abolish ever single public sector teacher union in the country, and seize all their assets and pensions. If that’s not enough money, then we can seize all the pensions of Department of Education employees – a just punishment for their failure to produce results while still taking taxpayer money.
Finally, we should allow people who already have private sector experience doing things like STEM to become teachers. Let’s face it: the departments that grant Education degrees have the lowest entrance requirements, and produce the least competent adults. People with years of private sector work experience teach better than people with Education degrees. Let’s open up teaching to people who have experience in the private sector doing software engineering, statistics, nursing, etc. and then we’ll have qualified teachers.
Homeschooling is definitely NOT an easy thing to do. First, parents still have to pay taxes for the failing schools they don’t want to use. Second, one parents has to give up a salary to stay home, although this is offset by not having to pay for daycare. But more parents are starting to choose homeschooling for a variety of reasons. This news article from Washington Times lays out one that I had never heard of before.
After a gunman opened fire on students in Parkland, Florida, the phones started ringing at the Texas Home School Coalition, and they haven’t stopped yet.
The Lubbock-based organization has been swamped with inquiries for months from parents seeking safer options for their kids in the aftermath of this year’s deadly school massacres, first in Parkland and then in Santa Fe, Texas.
“When the Parkland shooting happened, our phone calls and emails exploded,” said coalition president Tim Lambert. “In the last couple of months, our numbers have doubled. We’re dealing with probably between 1,200 and 1,400 calls and emails per month, and prior to that it was 600 to 700.”
[…]Brian D. Ray, president of the National Home Education Research Institute in Salem, Oregon, who has conducted homeschool research for 33 years, said school safety has increasingly become an issue for parents looking at teaching their kids at home.
It’s definitely true that homeschooling is a better choice for parents seeking to pass on their worldview to their children. And I think it’s a real question whether public school administrators are doing everything possible to make schools safe. Although metal detectors and armed guards are sure ways to prevent violence, public school teachers and administrators simply don’t want to do what works. And there’s no question about what works. I recently had to renew my plates in a new county and accidentally wandered into the City Hall building. The nice armed guard standing in front of the metal detector was nice enough to point me in the right direction. That was good security.
The trouble with the schools is that, under the Obama administration, schools lost a lot of their power to remove dangerous students from the schools. This article by David French at National Review explains.
Yesterday Paul Sperry of RealClearInvestigations published a comprehensive report that reached an explosive conclusion:
Despite committing a string of arrestable offenses on campus before the Florida school shooting, Nikolas Cruz was able to escape the attention of law enforcement, pass a background check and purchase the weapon he used to slaughter three staff members and 14 fellow students because of Obama administration efforts to make school discipline more lenient.
[…]In 2013, the Broward County school board entered into an agreement with multiple law-enforcement agencies — including the Broward County sheriff — designed to limit the number of on-campus arrests.
Obama education secretary Arne Duncan even highlighted Broward County’s efforts to reduce out-of-school suspensions and try alternative forms of discipline. Broward County was reportedly “one of 53 major school districts” to adopt Obama-administration guidelines designed in part to limit law-enforcement involvement in school discipline.
Sperry quoted Peter Kirsanow, a conservative member of the Commission on Civil Rights:
Broward County adopted a lenient disciplinary policy similar to those adopted by many other districts under pressure from the Obama administration to reduce racial “disparities” in suspensions and expulsions. . . . In many of these districts, the drive to “get our numbers right” has produced disastrous results, with startling increases in both the number and severity of disciplinary offenses, including assaults and beatings of teachers and students.
Sperry also wrote a comprehensive essay for the New York Post in December outlining how lax discipline policies where enabling a wave of violence against teachers and students. He detailed incidents across the country, including mass resignations of teachers after escalating assaults.
In local news reports at least one former Broward school-resource officer has spoken bluntly about the pressure not to arrest students and said that the number of resource officers was cut in half.
The point is that it’s not by accident that schools have suddenly become unsafe. It’s a result of Democrat policies which favor law-breakers over student’s safety. Sound familiar? That’s right, it’s the same leniency that Democrats show to illegal aliens who commit crimes. Remember how Nancy Pelosi defended the violent criminals in the MS-13 gang? This is normal Democrat behavior. They try to feel good about themselves and show everyone how “compassionate” they are by defending criminals while endangering the taxpayers who pay their salaries. Don’t ask me why, it makes no sense to me.
Anyway, I have a cute homeschooling story about an Alabama family to from the Christian Post, which shows how good homeschooling can work.
An impressive seven of 10 homeschooled children from a Christian family in Montgomery, Alabama, which now boasts a doctor and New York City architect among them, all started college by the time they were 12; and now their parents have written a book about how they managed to pull off such staggering academic success.
The parents of the 10 children, Mona Lisa and Kip Harding, are described as high school sweethearts on a website dedicated to The Brainy Bunch Book.
“After four kids, they decided to turn to homeschooling, and their success paved the way for their children to start college by the age of 12, and go on to great careers in medicine, engineering, architecture and more,” explaines the website.
Hannah, 26, is the oldest Harding child. She earned her bachelor of science in mathematics from Auburn University Montgomery and a master’s degree in mathematics by the time she was 19. She is now working on a PhD in material science.
Rosanna, 24, is now an architect in New York City and became the youngest member in the American Institute of Architects at age 23. Serena, 22, earned her bachelor’s degree in biology from Huntingdon College at 17, and became one of America’s youngest female doctors at 22. She is now a resident at the Naval Hospital in Bethesda.
Their brother Heath, 17, has an master’s in computer science. He earned a BA in English at 15, and he is currently working at building his tutoring and online computer business. Keith, who is 15, is pursuing a bachelor’s in music at Faulkner University. Seth, just 13, is a history major at Huntingdon College, while Katrinnah, 10, is a student at Faulkner University. Their other siblings, Mariannah, 8; Lorennah, 5, and Thunder, 3, are still being homeschooled.
In an interview with KSL Kip and Mona Lisa noted that their children aren’t geniuses. They simply found a way to accelerate their learning by making it fun. One-on-one sessions with the mother who is working on her bachelor’s degree at home also helped immensely.
“One teacher has 30 students on average,” said Kip. “We can do better than that. Kids get left behind in a classroom. … This is where homeschooling really takes off because those kids are getting extra attention. And who’s more loving than a mom and dad teaching them things?”
I think you would certainly detect problems much faster in your children’s educations if you are the one teaching them.
Recently, an article published in the Wall Street Journal reported on research survey done why a far-left Democrat psychotherapist based in far-left New York City. Surprisingly, her book caused an uproar among the author’s left-wing allies. How come?
Motherhood used to be as American as apple pie. Nowadays it can be as antagonistic as American politics. Ask Erica Komisar.
Ms. Komisar, 53, is a Jewish psychoanalyst who lives and practices on the Upper West Side of Manhattan. If that biographical thumbnail leads you to stereotype her as a political liberal, you’re right. But she tells me she has become “a bit of a pariah” on the left because of the book she published this year, “Being There: Why Prioritizing Motherhood in the First Three Years Matters.”
[…]The premise of Ms. Komisar’s book—backed by research in psychology, neuroscience and epigenetics—is that “mothers are biologically necessary for babies,” and not only for the obvious reasons of pregnancy and birth. “Babies are much more neurologically fragile than we’ve ever understood,” Ms. Komisar says. She cites the view of one neuroscientist, Nim Tottenham of Columbia University, “that babies are born without a central nervous system” and “mothers are the central nervous system to babies,” especially for the first nine months after birth.
What does that mean? “Every time a mother comforts a baby in distress, she’s actually regulating that baby’s emotions from the outside in. After three years, the baby internalizes that ability to regulate their emotions, but not until then.” For that reason, mothers “need to be there as much as possible, both physically and emotionally, for children in the first 1,000 days.”
What’s interesting about this is how the left responds to the science. You might have heard that the left is very fond of science, but veterans of debates about God’s existence know that people on the left tend to be hostile to science that goes against their view: the Big Bang cosmology, cosmic fine-tuning, biological information, irreducible complexity, molecular machines, habitability, etc. And early childhood education is no exception.
Christian radio stations “interviewed me and loved me,” she says. She went on “Fox & Friends,” and “the host was like, your book is the best thing since the invention of the refrigerator.” But “I couldn’t get on NPR,” and “I was rejected wholesale—particularly in New York—by the liberal press.” She did appear on ABC’s “Good Morning America,” but seconds before the camera went live, she says, the interviewer told her: “I don’t believe in the premise of your book at all. I don’t like your book.”
[…]Ms. Komisar tells of hosting a charity gathering for millennials at her apartment. One young woman “asked me what my book was about. I told her, and she got so angry. She almost had fire coming out of her eyes, she was so angry at my message. She said, ‘You are going to set women back 50 years.’ I said, ‘Gosh, I wouldn’t want to do that.’ ”
[…]The needs of children get lost in all this—and Ms. Komisar hears repeatedly that the hostility to her message is born of guilt. When she was shopping for a literary agent, she tells me, “a number of the agents said, ‘No, we couldn’t touch that. That would make women feel guilty.’ ” Another time she was rejected for a speaking gig at a health conference. She quotes the head of the host institution as telling her: “You are going to make women feel badly. How dare you?”
[…]“The thing I dislike the most is day care,” she says. “It’s really not appropriate for children under the age of 3,” because it is “overstimulating” given their neurological undevelopment. She cites the “Strange Situation experiments,” devised in 1969 by developmental psychologist Mary Ainsworth, a pioneer of attachment theory: “A mother and the baby are on the floor playing. The mother gets up and leaves the baby in the room alone. The baby has a separation-anxiety response. A stranger walks in; the baby has a stressed reaction to the stranger.”
[…]Researchers sample the infant’s saliva and test it for cortisol, a hormone associated with stress (and inversely correlated with oxytocin). In a series of such experiments in which Ms. Komisar herself participated, “the levels were so high in the babies that the anticipation was that it would . . . in the end, cause disorders and problems.” In a more recent variant of the experiment, scientists use functional magnetic resonance imaging to look directly at the brain of an infant reacting to photos of the mother and of a stranger.
I spoke to a millennial co-worker in my office who is very proud of his strong feminist views. His wife just had a baby, and they stuck the baby in daycare after 3 months so that she could go back to work. I did speak to him about what the research says (daycare and public school studies are a hobby of mine!), but I try to only disagree with him on one thing at a time, and right now, we’re disagreeing about cohabitation and marital stability. It’s amazing how confident millennials are about taking positions on things like daycare, cohabitation, public schools, etc. without ever having consulted the relevant peer-reviewed science.
Let’s look at one of the studies, to see some evidence.
The UK Telegraph reported on a recent study that measured the brain development of 3-year-old children.
Take a careful look at the image of two brains on this page. The picture is of the brains of two three-year-old children. It’s obvious that the brain on the left is much bigger than the one on the right. The image on the left also has fewer spots, and far fewer dark “fuzzy” areas.
To neurologists who study the brain, and who have worked out how to interpret the images, the difference between these two brains is both remarkable and shocking. The brain on the right lacks some of the most fundamental areas present in the image on the left. Those deficits make it impossible for that child to develop capacities that the child on the left will have: the child on the right will grow into an adult who is less intelligent, less able to empathise with others, more likely to become addicted to drugs and involved in violent crime than the child on the left. The child on the right is much more likely to be unemployed and to be dependent on welfare, and to develop mental and other serious health problems.
[…]The primary cause of the extraordinary difference between the brains of these two three-year-old children is the way they were treated by their mothers. The child with the much more fully developed brain was cherished by its mother, who was constantly and fully responsive to her baby.
The child with the shrivelled brain was neglected and abused. That difference in treatment explains why one child’s brain develops fully, and the other’s does not.
[…]Professor Allan Schore, of UCLA, who has surveyed the scientific literature and has made significant contributions to it, stresses that the growth of brain cells is a “consequence of an infant’s interaction with the main caregiver [usually the mother]”.
The growth of the baby’s brain “literally requires positive interaction between mother and infant. The development of cerebral circuits depends on it.”
Prof Schore points out that if a baby is not treated properly in the first two years of life, the genes for various aspects of brain function, including intelligence, cannot operate, and may not even come into existence. Nature and nurture cannot be disentangled: the genes a baby has will be profoundly affected by the way it is treated.
I always like to consult the findings of science to find out the right way to achieve a goal. This puts off some prospective mates, who want to avoid planning and preparation so they can ride a roller-coaster of emotions and just do whatever they want to be happy in the moment. But in every other area of life, I’ve found that doing things the right way always involves studying and planning, then careful execution of a plan. Nobody passes an exam by going clubbing when they should be studying. Going clubbing is more fun “in the moment”, but studying always gets better results.
In this case, it’s very clear that keeping a mother at home for the first three years of each child would require some earning and saving by me, since men are the principal providers. And I expect that women who are looking for husbands to raise their children with will look for men who have made preparations to give the young children what they need. Not everything a man does is about looks and fun – there are real requirements here. It’s very important for young people to prepare for marriage and raising children by working backward from what the science says about children’s needs.
The more you read about the science, the less wiggle-room there is for feelings. Doing the right thing (saving money for a stay-at-home mom) is hard because it feels bad. But when you inform yourself with science, it makes it easier to override your bad feelings, because you know you’re doing the right thing to achieve a result. If you can’t bring yourself to prepare now to do things right later, then you should read more science, and that might make it easier to do the right thing.
In a previous post, I explained four reasons why education is so expensive, despite the fact that teachers produce underperforming students. But one factor was not mentioned, namely that it is nearly impossible to fire underperforming teachers. The teacher unions prevents teachers from being fired, even for criminal behavior.
A new video from Project Veritas shows a New Jersey teachers union president explaining the methods he would use to cover for a teacher if the teacher physically or verbally abused their student.
Undercover employees for Project Veritas taped Hamilton Township Education Association President David Perry asserting he would misrepresent the events of altercations between teachers and students by back-dating reports as well as urging the teacher to remain silent about what happened.
Perry also stated that if a teacher abused their student, they should go to the union where a report could be created protecting them from students asserting that they had been abused.
Some sample quotes from Perry:
I got people who are on drugs. And she, five times she was fired, and I got her job back five times.
If nobody brings it up from school, I don’t say boo.
Interviewer: So, after a certain point, the cameras are erased. Perry: Exactly. That’s why I would never want to bring it up. The longer we wait, the longer there’s no cameras.
Now, if you go to the house of the board of education and report this, they’re going to call the police, call parents and all that s***. We don’t do that. We don’t do that here. I’m here to defend even the worst people.
But I don’t want him coming in here with a bunch of lies. We need to know the truth so we can bend the truth.
When I see teachers holding signs, demanding more salary and benefits, the first thing I think of is how they want all of these things regardless of performance. Because no matter how poorly they perform, it’s almost impossible to fire them. The union protects them. They’re not asking for more money because they’ve done a good job. They don’t have to do a good job in order to continue to be employed.
Here’s an example of how unions protect poorly-performing teachers from parents (their customers!), reported by the radically leftist CNN:
Former teacher Charlene Schmitz is behind bars in a federal detention center in Tallahassee, Florida, serving 10 years for using texts and instant messages to seduce a 14-year-old student.
She has been fired from her job as a reading teacher at the high school in Leroy, Alabama.
But she is still collecting a paycheck.
Schmitz is appealing her federal conviction — and her firing. State charges filed in connection with the case are pending. Under the law in Alabama, she is still entitled to her $51,000-a-year salary while she appeals her firing.
She’s a “reading teacher”. Sigh.
If you think that’s the exception, you should know that many, many teachers are kept in “rubber rooms”, where they are paid their full teacher salary long after they have been banned from teaching for various crimes and abuses.
Hundreds of New York City public school teachers accused of offenses ranging from insubordination to sexual misconduct are being paid their full salaries to sit around all day playing Scrabble, surfing the Internet or just staring at the wall, if that’s what they want to do.
Because their union contract makes it extremely difficult to fire them, the teachers have been banished by the school system to its “rubber rooms” — off-campus office space where they wait months, even years, for their disciplinary hearings.
The 700 or so teachers can practice yoga, work on their novels, paint portraits of their colleagues — pretty much anything but school work. They have summer vacation just like their classroom colleagues and enjoy weekends and holidays through the school year.
“You just basically sit there for eight hours,” said Orlando Ramos, who spent seven months in a rubber room, officially known as a temporary reassignment center, in 2004-05. “I saw several near-fights. `This is my seat.’ `I’ve been sitting here for six months.’ That sort of thing.”
[…]Because the teachers collect their full salaries of $70,000 or more, the city Department of Education estimates the practice costs the taxpayers $65 million a year. The department blames union rules.
“It is extremely difficult to fire a tenured teacher because of the protections afforded to them in their contract,” spokeswoman Ann Forte said.
This is why we need to break up the government monopoly on education, abolish the federal Department of Education, break up the teacher unions, and put vouchers for education in the hands of parents. The only way this corrupt system is going to be fixed is to hand parents the money to choose their schools, and have schools and teachers have public reviews – like what you see on Amazon or Google reviews or Yelp. Teachers should all have to complete two years of full-time work in the private sector for whatever it is that they want to teach – to prove that they are at least capable of keeping a job where they can actually be fired for underperforming. Once parents are empowered to move their children around to get the best education (and to pay more to the best teachers and schools), then good teachers will be paid what they are worth, and bad teachers will be fired, and bad schools will close. This will raise the quality of education for EVERY student.