Starting in 2006, under federal law, the State of New York was required to test students in grades three through eight annually in math and English. The results of those tests would enable us, for the first time, to analyze year-to-year student progress and tie it to individual teacher performance—a metric known in the field as “teacher value-added.” In essence, you hold constant other factors—where the students start from the prior year, demographics, class size, teacher length of service, and so on—and, based on test results, seek to isolate the individual teacher’s contribution to a student’s progress. Some teachers, for example, move their class forward on average a quarter-year more than expected; others, a quarter-year less. Value-added isn’t a perfect metric, but it’s surely worth considering as part of an overall teacher evaluation.
As a result, even when making a lifetime tenure commitment, under New York law you could not consider a teacher's impact on student learning.
The result: whether you work hard or don’t, get good results with kids or don’t, teach in a shortage area like math or special education or don’t, or in a hard-to-staff school in a poor community or not, you get paid the same, unless you’ve been around for another year, in which case you get more.
Scott is cooking up an education proposal that would expand an existing voucher program designed for low-income and disabled kids, opening it to all students. The result would be that instead of public school funds filtering through the unionized public bureaucracy, it would go with the students, who could use the money to enroll in the school of their choice—public, private, charter, or virtual.
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