• Unsustainable Trends In Teacher Debt And Teacher Pay

    Higher education is often presented as the sure pathway towards upward social mobility. However, the idea that higher education is for all has been slowly fading away. The combination of soaring tuition costs and student loan debt has placed higher education beyond the grasp of many Americans. 

    Although this issue is typically framed in terms of undergraduate student debt, the problem is no less pronounced for many graduate students, particularly those pursuing master’s degrees (e.g., MBA, MFA) and advanced professional degrees (e.g., MD, JD, PhD, etc.).

    Educators are no exception. Roughly half of public school teachers have master’s degrees (NCES). Some employers provide assistance with tuition, but many teachers pay part or all of the costs themselves. Many job opportunities outside of education are attracting young graduates, burdened with high student debt, through student loan benefit programs. These programs may have the employer contribute additional money on top of their salary to repay the loan. That said, most teachers who go for their master’s degree do incur debt as a result, which in many cases is added to debt accumulated during their undergraduate studies.

    And the amount of debt that teachers take on has been rising, at the same time that teacher pay has fallen further and further behind that of similarly-educated professionals.

  • Update On Teacher Diversity Data: Good News, Bad News, And Strange News

    A couple of months ago, we released a report on the collection and availability of teacher race and ethnicity data, based on our late 2017 survey of all 51 state education agencies (SEAs) in the U.S. We asked them two simple questions: 1) Do you collect data (school- or district-level) on teacher race and ethnicity; and 2) Do you make the data public, and how (i.e., by request or on your website)?

    Our findings, in brief, were that the majority of states both collected and made public school- and district-level data on teacher diversity, but that six states did not collect the data all, and another four states collect the data but do not make them available to the public.

    Since the publication of that report, we’ve come across significant information/updates pertaining to three states, which we would like to note briefly. We might characterize these three updates as good news, bad news, and strange news.

  • U.S. Voter Turnout (And Registration) In Comparative Perspective

    As is too often the case, Election Day last week was marred by stories of voter suppression and difficulties, from voter roll purges, to long lines and machine malfunctions at polling stations. Despite these disturbing situations, many of which were either avoidable or deliberate, around 100 million Americans turned out to vote for the first time in a midterm election.

    This is heartening to be sure, but even with this landmark, only about half of eligible voters showed up to the polls. In a very real sense, everyone who turned out voted for two people. And this was not a random sample. Voters tend to be disproportionately white, older, better-educated, and higher income than their eligible, non-voting counterparts. The story of any U.S. election, particularly a midterm election, is as much about who didn’t vote as who did, although the question of how outcomes would change if non-voters showed up is not as clear-cut as is sometimes assumed (e.g., Leighley and Nagler 2014).

    In any democratic election, there will always be people who do not exercise their franchise, for a wide variety of individual and institutional reasons. Voting behavior is complicated. There is, however, something not quite consistent about having a (possibly) record turnout midterm election in which half of eligible voters stay home. Those of us with a comparative research inclination might wonder if this is the case in other developed democracies.

  • Can American Democracy Survive?

    Our guest author today is Eric Chenoweth, director of the Institute for Democracy in Eastern Europe and principal author of the Albert Shanker Institute’s Democracy Web, an extra-curricular resource for teachers. He also edited the journal Uncaptive Minds from 1988 to 1998.

    “Which world is ‘natural’? That which existed before or the world of war? 
    Both are natural if both are within the realm of one’s experience.”
    - Czesław Miłosz​ The Captive Mind, 1953

    It was a political eternity ago.

    In 2016, several political commentators (myself included) warned about the potential consequences of electing a presidential candidate who relied on authoritarian tactics and appeals — mass rallies of adoring crowds, nationalist slogans, race-based electoral strategies, and promises of strong leadership and repressive policies to solve the country’s problems. As the popularity of that candidate, Donald Trump, rose, there was serious alarm that America’s citizenry might choose an outcome damaging to American democracy and world security.*

    Trump’s victory, determined by a close and unpopular outcome, was greeted with both shock and acceptance. According to tradition, it was the only possible reaction. The serving president from the opposition party welcomed Trump to the Oval Office, signaling a peaceful transition to power. The editorial boards of America’s newspapers, nearly all of which had advocated Trump’s defeat, now appealed to readers to accept the electorate's decision. That the “will of the people” in a presidential election was so distorted by its antique Electoral College system — with the “winner” losing by nearly 3 million votes in the national tally — had no bearing on the matter. Nor the fact that the republic’s Founders had established this unusual system to protect against the people selecting an inexperienced, unfit demagogue to national office. Trump was inaugurated on January 20, 2017.

  • We Need To Reassess School Discipline

    It has been widely documented that, in American schools, students of color are disproportionately punished for nonviolent behaviors, and are targeted for exclusionary discipline within schools more often than their white peers. Exclusionary discipline is defined as students being removed from their learning environment, whether by in-school suspension, out-of-school suspension, or expulsion. 

    In a national study, Sullivan et al. (2013) found that “Black students were more than twice as likely as White students to be suspended, whereas Hispanic and Native American students were 10 and 20 percent more likely to be suspended.” Out of all the racial minority groups, Asians had the lowest suspension rates across the board. Across all the racial groups, “males were twice as likely as female students to be suspended, and Black males had the highest rates of all subgroups.”

    One reason that students of color are at a performance disadvantage to their White counterparts is because, put simply, they are being removed from the classroom much more often. This is true nationally, but it seems to be a particularly pronounced issue in the Commonwealth of Virginia. The Center for Public Integrity released a 2015 study demonstrating that schools in Virginia “referred students to law enforcement agencies at a rate nearly three times the national rate” (Ferriss, 2015). According to the U.S. Department of Education, Virginia’s Black student population, which is 23 percent of all students, received 59 percent of short-term arrests and 43 percent of expulsions (Lum, 2018).

  • Perkins And The Benefits Of Collaboration

    Our guest author today is Stan Litow, a professor of Public Policy at both Duke and Columbia University. He is a former deputy chancellor of schools in New York City, former president of the IBM Foundation, a trustee of the State University of New York, and a member of the Albert Shanker Institute’s board of directors. His book, The Challenge for Business and Society: From Risk to Reward, was published this year.

    This July, the U.S. Senate and House of Representatives, after a dozen years of inaction, unanimously passed legislation to update the Federal Career and Technical Education law. By doing so, Congress increased funding for Career and Technical Education to nearly $1.3 billion in the coming year. The law is called the Perkins Act, named after a former member of Congress. It can go a long way toward addressing America’s skills crisis and providing many of our young people with real economic opportunity. Given the contentious Washington climate, broad bipartisan support for Perkins—including strong private sector, labor union and education backing—is truly noteworthy. But as we consider how this happened, it brings to mind another action that took place more than 80 years ago involving another Perkins: Frances Perkins.

    On the 25th anniversary of Social Security, Frances Perkins, America's first cabinet member to be a woman, said "It would not have happened without IBM." Many who saw her on film were surprised. President Roosevelt was usually critical of the private sector. What had IBM to do with Social Security? Actually a lot. After the bill to establish Social Security was signed, the Labor Department under Perkins had to implement it. She sought outside help to design an implementation plan, yet everyone she approached said it would take years. When she approached Tom Watson Sr., IBM's CEO, she got a different answer. His team of engineers told him it might be possible to implement it sooner, but it would require the investment of several million dollars (about a hundred million in today’s dollars) to create what they called a "collator."

  • The Casual Cruelty Of Privilege

    Our week began with yet another profoundly disturbing chapter in the Trump Administration’s treatment of immigrant and refugee children. The New York Times reports that hundreds of underage Latino youth are being taken under the cover of darkness from their foster homes and shelters across the country and shipped off to a “tent city” in Texas near our southern border. These children will no longer be able to attend school, their access to legal services to pursue their immigration claims will be dramatically reduced, and their new settingswill not be licensed and monitored by the state child welfare authorities who ensure the safety and education of children who have been separated from their families.

    The justification for these nighttime evacuations is that the government has run out of space in appropriate facilities. There is no choice, we are told, but to subject these children to the trauma of being torn, yet again, from places where they enjoyed some minimal level of normalcy and being taken to (what must be properly called) an internment camp. Yet the current crisis is not a result of increased immigration – since the numbers of those crossing the border have remained steady – but the predictable consequence of the Trump’s Administration’s draconian immigration policies. These policies have reduced the willingness of relatives to come forward for fear of their own deportation, thus lengthening the time it takes to place these youth with caregivers. The Trump administration apparently anticipated the consequences of these policies, yet made no preparation to deal with them.

    This latest episode comes at the same time that hundreds of Latino children, who were forcibly taken from their parents by the Trump administration earlier this year, still remain separated from them months after a court ordered deadline for reunification. In most of these cases, the Trump Administration has deported parents, while keeping their children; it now claims that it cannot locate the parents. Children were taken from parents seeking asylum without any thought, much less a plan, on how, when and under what circumstances they would be reunited.

  • Weaning Educational Research Off Of Steroids

    Our guest authors today are Hunter Gehlbach and Carly D. Robinson. Gehlbach is an associate professor of education and associate dean at the University of California, Santa Barbara’s Gevirtz Graduate School of Education, as well as Director of Research at Panorama Education. Robinson is a doctoral candidate at Harvard’s Graduate School of Education.

    Few people confuse academics with elite athletes. As a species, academics are rarely noted for their blinding speed, raw power, or outrageously low resting heart rates. Nobody wants to see a calendar of scantily clad professors. Unfortunately, recent years have surfaced one commonality between these two groups—a commonality no academic will embrace. And one with huge implications for educational policymakers’ and practitioners’ professional lives.

    In the same way that a 37 year-old Barry Bonds did not really break the single-season home run record—he relied on performance-enhancing drugs—a substantial amount of educational research has undergone similar “performance enhancements” that make the results too good to be true.

    To understand, the crux of the issue, we invite readers to wade into the weeds (only a little!), to see what research “on steroids” looks like and why it matters. By doing so, we hope to reveal possibilities for how educational practitioners and policymakers can collaborate with researchers to correct the problem and avoid making practice and policy decisions based on flawed research.

  • The Teacher Diversity Data Landscape

    This week, the Albert Shanker Institute released a new research brief, authored by myself and Klarissa Cervantes. It summarizes what we found when we contacted all 51 state education agencies (including the District of Columbia) and asked whether data on teacher race and ethnicity was being collected, and whether and how it was made available to the public. This survey was begun in late 2017 and completed in early 2018.

    The primary reason behind this project is the growing body of research to suggest that all students, and especially students of color, benefit from a teaching force that reflects the diverse society in which they must learn to live, work and prosper. ASI’s previous work has also documented that a great many districts should turn their attention to recruiting and retaining more teachers of color (see our 2015 report). Data are a basic requirement for achieving this goal – without data, states and districts are unable to gauge the extent of their diversity problem, target support and intervention to address that problem, and monitor the effects of those efforts. Unfortunately, the federal government does not require that states collect teacher race and ethnicity data, which means the responsbility falls to individual states. Moreover, statewide data are often insufficient – teacher diversity can vary widely within and between districts. Policymakers, administrators, and the public need detailed data (at least district-by-district and preferably school-by-school), which should be collected annually and be made easily available.

    The results of our survey are generally encouraging. The vast majority of state education agencies (SEAs), 45 out of 51, report that they collect at least district-by-district data on teacher race and ethnicity (and all but two of these 45 collect school-by-school data). This is good news (and, frankly, better results than we anticipated). There are, however, areas of serious concern.