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What should states watch out for?
Unintended reductions in teacher quality
In the quest to improve low-performing schools,
sometimes policymakers enact well-intended reforms that have
negative impacts. One inherent risk of policies to improve the
quality of education is that although they may increase the supply
of teachers, they also may depress overall teacher quality. For
instance, consider the unintended consequences of:
- Reducing class size: Recent evidence suggests that in California,
universal class-size reduction efforts may have actually reduced
overall teacher quality and canceled out the positive effects of
lower student-teacher ratios. This impact was felt most sharply
in the state’s poorest schools, where the percentage of
uncertified teachers increased and student test scores dropped.
Targeted class-size reduction initiatives (such as in Tennessee
in the late 1980s) have met with greater success.
- Alternative teacher preparation: Alternative teacher
preparation programs that fail to provide candidates with
necessary knowledge and skills may simply produce more
unprepared teachers or exacerbate turnover. Alternative routes
must ensure that teachers they produce are prepared for the
challenges of classroom management and responsibility for
student learning.
- Complying with federal requirements: In response to No
Child Left Behind Act (NCLB) requirements, some states may be
tempted to reduce beginning teacher standards – such as by
lowering cut scores on licensing exams. While such changes might
enable states to meet minimum NCLB requirements by expanding the
available pool of educators, in so doing states may sacrifice
the quality of incoming teachers. Furthermore, such a narrow
attempt to increase teacher supply is unlikely to result in
fundamental and necessary changes made possible by more systemic
reform.
Failure to address the teaching environment
In the face of unaddressed conditions that cause
teacher turnover, costly recruitment incentives and higher salaries
are fruitless. Two top reasons behind high teacher turnover are:
- Student discipline
- Inability to manage the classroom environment
Many low-performing schools lack textbooks, are
overcrowded, are run-down, and have crumbling infrastructure such as
leaky roofs and dysfunctional bathrooms. As part of a comprehensive
education reform strategy, states should address infrastructure,
facility, and maintenance issues to provide a proper environment
that enhances teaching as well as learning.
Low-quality, one-shot professional development
that does not help teachers build knowledge and teaching skills also
contributes to teacher turnover. Effective induction programs must
pair beginning teachers with veteran mentors who are trained,
available, and engaged in providing assistance and support to deal
with classroom management and administrative issues.
Support from school leaders and colleagues is
also necessary to promote collaborative relationships that boost
morale and contribute to a team-oriented approach to (and
responsibility for) student learning.
Insufficient stakeholder support for reform
Implementing controversial reforms, such as
performance pay or new teacher assignment policies, requires an open,
inclusive process. Teachers and other involved parties must be
invited to participate in formulating new policies, and involved in
initial and subsequent discussions.
Lack of stakeholder support can scuttle reform
initiatives, as well as lead to antipathy or suspicion that can
undermine future reform attempts.
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Closing the Achievement Gap
NGA Center for Best Practices
Hall of States, 444 N. Capitol St., Washington, D.C. 20001-1512
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