Now that Governor Scott Walker has won the recall election, Wisconsin is pushing through the education reforms that were part of his 2010 legislative agenda. Like most education reform initiatives, Wisconsin’s contains some form of merit-based teacher pay and a voucher system. Indiana has proposed similar reforms, and Louisiana Governor Bobby Jindal and New Jersey Governor Chris Christie have made national headlines with education reform plans that in some ways resemble Wisconsin’s.
The proposals are pushed by Republicans who tout them as free-market solutions to the education problem in their respective states. But what they don’t say, or perhaps don’t see, about their proposals may make the system worse than the one we have.
Teachers object to having their pay tied to student performance. But this is what happens all across the private sector. If a manager’s employees are not doing what the company demands, the manager will be replaced. Likewise, if a high school coach’s team doesn’t win enough games, the coach will be replaced. Teachers must be held accountable if their students are not learning, and be rewarded if they are. It is time they were held to the same standard as everyone else.
The practical problem isn’t whether teachers should be assessed, but how they should be assessed. Yet that means there’s still a problem.
Standardized tests are the primary measure by which we judge a student’s level of achievement, and changing our measure of achievement must be among the first reforms enacted. Standardized testing prohibits experiential learning and diminishes the value of differentiated instruction. As an educator, I have found that certain topics are more attractive to students than other subjects, and those topics change from year to year and class to class. For instance, in 2001 my ninth-grade world history class we dedicated significantly more time to world religions, particularly Islam, than had originally been planned — because of what happened on 9/11. Had there been a standardized history exam I would never have been able to capitalize on the students’ interest, and we all would have missed out on a teachable moment.
So whatever measure states use to evaluate teachers must not limit their flexibility or autonomy. This goal is doubly difficult to achieve, however, when government enters the picture, even in the form of a school voucher system.
Supporters of school choice ground their argument in free-market principles. Opponents object that tax dollars will be siphoned away from already cash-strapped schools. The reply is: “If you want the money, you must earn it.” Where there is a monopoly, providers become inefficient and weak. Where there is competition, we see innovation and greater progress. A school voucher program works to break the monopoly to allow free market mechanisms to enter the education system. Ironically, however, it is the government that is seeking to instill this aspect of the free market.
We should be wary of that. If the government begins, indirectly, to fund private schools through vouchers, the schools will not have to be as competitive when trying to secure funding either from student tuition or from donors.
Any time government takes action there are unintended consequences, and there are at least two educational consequences that we can see looming on the horizon already. The first is an undermining of free market principles. The second is the opportunity for government to regulate private schools, with vouchers being construed as funded mandates. If private schools begin to depend on indirect government funding, then the government can gain leverage over what these schools teach and how they teach it.
There is no easy solution to our education problems. Problems with education have been documented for more than two millennia. No reform or policy will be the final solution, for education is a process, and improving it should be seen in the same way. Which is why, in the end, we should advocate reforms that promote the greatest amount of flexibility and accountability.
