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.
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.
In a noteworthy development, DeVos’s team this month radically revamped the collective-bargaining agreement (CBA) that governs the 3,900 employees at the U.S. Department of Education. The new CBA, between the Department and Council 252 of the American Federation of Government Employees (AFGE), includes big changes from the 2013 agreement negotiated under the Obama administration.
The new agreement doesn’t address compensation or benefits, of course, since those are governed by federal law, but it does include a raft of sensible, taxpayer-friendly changes.
The new CBA eliminates the set-aside of “official time” for union business. Under the old agreement, designated union representatives were free to work on union business during normal, government hours — all on the taxpayers’ dime. The old CBA stipulated that “no fewer than 75” (!) union stewards across the country could work up to 40 hours a year on “official time,” while another three union officers would devote 100 percent of their time to union business. Henceforth, union business will be done on union time, rather than on the taxpayers’.
Under the old agreement, department employees were given only a solitary 48-hour window each year in which they could opt out of union membership; miss that, and they were automatically enrolled. Henceforth, employees who wish to be in the union each year will be free to do so, and they will have an extended period in which to enroll — but they will have to actively choose to join.
The revamped accord also removes the requirements for “pre-decisional consultation.” Under the previous CBA, the department was required to consult the union before every agency-wide decision that could be construed as affecting the work of employees (such as transferring employees from one office to another, or even shifting employees from one project to another within the same office). Now, the department needs only notify the union of such decisions.
Under the new CBA, the union will be charged “fair-market rent” for the use of government office space and federally furnished equipment to conduct union business. Under the Obama-era accord, taxpayers were required to provide space and equipment to the union free of charge.
More generally, the new agreement removes a number of provisions that added burdensome procedural directives above and beyond statutory requirements when it came to things such as telework and grievance procedures.
If there is one thing I expected from Betsy Devos, it’s taxpayer-friendly education policy.
Unfortunately, the Republican party didn’t help her very much in that massive $1.3 Billion spending bill that they passed, with Democrat support. Betsy wants to cut federal spending on education, and return control of education policy to the states and municipalities. But the GOP just gave the Department of Education a bigger budget. We really need to switch out some of these big government Republicans for authentic conservatives.
Unions across the country donated $765 million to various organizations over the last four years, and 99 percent of that cash went to liberal-leaning causes.
Labor unions gave $764,952,394 to left-wing special interests between 2012 and 2016, according to the Center for Union Facts. Of the nearly $765 million, 99 percent of union political contributions went to left-wing causes. The Center for Union Facts compiled a comprehensive database of information about labor unions in the United States: outlining union spending, salary information, dues revenue data, and more using data from the U.S. Department of Labor.
Examples of who gets the money:
The department’s data show between 2012 and 2016, roughly $240 million went to left-wing political groups. Labor unions gave $77 million to special-interest groups and another $13 million to environmental groups. Over $25 million went to groups like the Coalition of Black Trade Unionists, the National Association for the Advancement of Colored People, and the Rainbow PUSH Coalition.
During this same time frame, almost $307 million went to the Democratic Party and aligned groups, including Media Matters, the Clinton Foundation, Mi Familia Vota, the National Democratic Club, the Advocacy Fund, Progressive Democrats of America, and Planned Parenthood.
[…]Here’s how much a few pro-abortion groups received from labor unions since 2007, according to Luka Ladan, communications director for the Center for Union Facts:
Planned Parenthood: $1.18 million
Emily’s List: $810,000
NARAL Pro-Choice America: $45,000
Examples of who gives the money:
Here are the dollar amounts since 2007 that a few labor unions have given for abortion lobby funding:
American Federation of Teachers: $1,150,000
American Federation of State, County, and Municipal Employees: $520,100
International Association of Firefighters: $10,000
Service Employees International Union: $180,000
United Association: $40,000
United Auto Workers: $100,000
United Food and Commercial Workers International Union: $35,000
Teachers, non-import auto workers, government employees. All pro-abortion. I never buy cars made by union employees, I’d just be funding abortionists.
I think there was a time in America’s history where unions were actually doing some good, but that time has long gone. We can’t allow labor unions to take the country in the direction of Greece and Venezuela, otherwise none of us will have jobs, and we’ll be selling our bodies for food, like they do in other communist countries. I would like to see some legislation banning public sector unions outright, and then a national right to work law should finish off the private sector unions, since rank-and-file private sector union workers are typical not radical leftists. We definitely need a national voucher law to get the money out of the public schools and back into the hands of parents.
Whenever well-meaning people vote for more taxpayer more for union-dominated fields like education, keep in mind that a significant portion of this money gets funneled back into anti-American causes. Be careful about wanting to spending more taxpayer money “for the children”, because it often turns out to just be more taxpayer money for the Planned Parenthood, or for the Clinton Foundation, etc.
A group of 160 black education and community leaders from across the country are pushing back against an attempt by the National Association for the Advancement of Colored People to halt all future charter school growth.
The coalition, organized by the Black Alliance for Educational Options and the National Alliance for Public Charter Schools, sent a letter to NAACP board members on behalf of “700,000 black families choosing to send their children to charter public schools, and the tens of thousands more who are still on waiting lists.”
The letter came in response to a resolution drafted by the NAACP that calls for a “moratorium on the proliferation of privately managed charter schools,” arguing that charter schools have “weak oversight” and put schools in low-income communities “at great risk.”
Charter schools typically perform much better than public schools, because they have more autonomy from the unions.
Charter schools are publicly funded schools that are required to follow state standards such as Common Core. They do not charge tuition but instead of being run by the government, charter schools are operated by private nonprofit or for-profit organizations.
Typically, local and state school boards are in charge of granting private or nonprofit organizations the ability to launch a new charter school. If charter schools do not meet strict achievement standards, the organization’s charter is revoked and given to a new organization to operate.
In exchange for that responsibility, charter schools generally have more autonomy over their daily operations, including hiring, firing, budgeting, and instruction decisions.
[…]The coalition also cited a study by the Center for Research on Education Outcomes at Stanford University:
According to the most thorough and respected study of charter school results, conducted by the Center for Research on Education Outcomes at Stanford University, black students learn more when they attend charter schools. Black students in charter schools gained the equivalent of 14 extra days of learning in reading and 14 extra days of learning in math per year compared with their black peers in traditional district schools. For low-income black students attending charter schools, the learning gains were even more dramatic—the equivalent of 29 extra learning days in reading and 36 extra learning days in math.
Why would anyone be against giving poor black children a good education? One thing is for sure: it’s always the Republicans and conservatives who are pushing for more school choice, and more accountability from schools to parents. It’s always the Democrats who want to shut down competition and force kids into failing public schools. Who are the real racists trying to keep blacks down? It’s not conservatives.