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For years I’ve told friends that I could solve the education crisis in this country by paying teachers a much higher salary.  The concept is simple.  Typical teacher salaries are a disincentive to bringing in the best and the brightest.

I worked with kids for many years while with Royal Caribbean Cruise Lines.  It was the most enjoyable job I ever had and not just because I got to sail the islands and travel.  The kids made it worth the while, too.  Even though I only got to spend 7 or 10 days with each group, it was incredibly rewarding. When it was time to come back to land, I considered teaching, but only briefly.  With starting salaries in the $30K’s, I quickly looked elsewhere, namely business school.  But, if the starting salary had been in the $70Ks, I would have given it a second thought.  Put simply, I never became a teacher because the pay was too low.  That’s it.  I want to perform civic duties.  I want to be a pillar of the community.  I want to make an impact in kids’ lives.  (BTW, I hope I’m doing all of those things anyway, just not by teaching as a profession.)

But, if the pay isn’t fair and the long-term prospects for providing me with a comfortable lifestyle aren’t there, then why would I pursue a teaching career?  I’m quite sure I’m not alone.  There are other smart, motivated people like me that would be great teachers but chose something different.   Which is why I was thrilled to see this article about a charter school that will pay $125K salaries to its teachers, specifically “to prove that teachers, not small-class sizes or high technology, are the backbone of an effective learning environment”.  I wish them the best of luck and hope it goes well.

** Please note that this opinion does not mean there aren’t great teachers today.  It means that they’re better people than me for be willing to work for less money than I was willing.

This is going to be a serious post and one that I plan to continue to write about as I learn more.  It has to do with the public school Ben attends and the restrictions facing public schools.

Today Laura participated in an event in Ben’s class and got to talking with the teacher.  Turns out that there are two non-English speaking students in the class.  Both of them speak Spanish.  Ben had mentioned something to me about one student that didn’t speak English and I dismissed what he was saying.  To me, it doesn’t make sense.  Why would you have a five-year old kid that can’t speak English in class with him? I thought Ben must be confusing something or not understand something.

Now, mind you, Ben’s teacher does not speak Spanish.  These two kids really can’t participate fully and frankly, they can’t be properly educated by the teacher.  It’s not her fault.  She told Laura that there’s nothing she can do and that she will, at year’s end, HAVE TO promote them to the next grade.  One of my first reactions to Laura telling me all of this was, “what about ESL (English as a second language) programs”?  Laura relayed that Ben’s teacher said the ESL teacher (sit down before you read the next few words) DOESN’T SPEAK SPANISH.  Now I’m totally floored.  I’m really stunned.  So, I started to do a little research.

The Wake County Public Schools System regulations on Promotion and Intervention contain this fascinating nugget:

“Students with limited English proficiency are required to meet the same promotion standards as all other students.  However, in accordance with federal law, English language proficiency cannot be the factor that determines whether or not a student has met performance standards.”

Can you explain to me how a 5-year old non-English speaking boy can demonstrate proficiency to a non-Spanish speaking teacher adequately enough to meet promotion standards?  I would argue that kid has zero chance of doing so.  But, it’s FEDERAL LAW that just because the kid can’t speak English, that’s not a reason he shouldn’t be promoted.  Does that make any sense at all?

It strikes me that the two LEP (Limited English Proficient) students aren’t learning appropriately and that it’s unfair to them.  How must they feel going to school every day and not being able to effectively communicate with their peers and the teachers?  Is this good for them?  Does it cause any damage?

All of this got me thinking about something I read the other day:

“The Wake County Board of Education approved a new academic goal for the Wake County Public School System. The goal states:

WCPSS students will demonstrate high academic growth; by 2014, all students will graduate on-time prepared to compete globally.”

What instantly came to mind was “what was their previous goal?”  Seriously.  Turns out the current graduation rate is 78.3%.  I have no idea what they were shooting for before they decided it was time to graduate every kid.  One other interesting thing was that the goal says kids will be “prepared to compete globally”.  Nothing about reading, writing and arithmetic.  Does competing globally cover that?

Are public schools really this messed up?

I was saddened to see that North Carolina was one of the 9 states to not meet a teacher quality goal and will face the prospect of funding cuts. Since my kids will be going to school here, it’s of particular concern. But, one line from this article caught my eye.

Although the federal term is “highly qualified,” the definition is widely regarded as more of a minimum qualification, because it requires teachers to know what they teach.

Can you imagine? The law “requires teachers to know what they teach.” It’s hard to believe this requires a law. One would think to be hired, you would have to be qualified. I guess not.