Sunday, April 29, 2012

Yet Another Reason HB 1234 Is Flawed

HB 1234 will eliminate continuing contract status.  Eliminating continuing contract will likely reduce the number of talented people willing to enter the teaching profession.  This analysis from the Chronicle of Higher Education sums up the issue:
Teacher tenure, in both higher-education and K-12 schooling, is an important mechanism for attracting talent. Stanford’s Terry Moe, a strong union critic, finds in his polling that “most teachers see the security of tenure as being worth tens of thousands of dollars a year.” His survey suggests a majority of teachers would need to be paid 50 percent more to give up tenure. Take away tenure without substantially increasing pay, and the pool of qualified candidates for the teaching profession is likely to shrink. (Although some might argue that talented teachers will feel confident and flock to teaching even without tenure, research has long found that self-confidence and actual ability are not as tightly correlated as one would hope.)
I'm not a math major, but a 1 in 5 chance at getting $5,000 is not going to get near that "50 percent more." Further, if a correct or incorrect answer to one question on a standardized test may change one's ranking by 20 percent, it seems unlikely that talented intelligent people will want to take the risk when they can earn far more elsewhere.

3 comments:

caheidelberger said...

Self-confidence not correlated with ability—see also Dunning-Kruger effect.

Anonymous said...

That 20 percent result is only for a test with 24 multiple choice questions and with a NYC specific scaling method.

SoDak standardized tests do not use that scaling method and have many more than 24 questions in Math, Reading, etc.

In other words, your second link isn't really relevant.

The value of job security, on the other hand, is definitely relevant. However, few if any economists assign much weight to survey questions such as those used to generate the first quote. It is a much better method to measure willingness to pay from actual changes. Do you know of any research that does this?

LK said...

South Dakota's tests may have more questions, but each standard has only 6 or 7 questions.

Showing mastery or proficiency, or failure on each standard may well come down to a single question.

Although Schopp et al have not made public all details, I doubt they will not demand that each teacher have his/her students proficient on all standards. The details may differ but the link still points to a similar problem