The Nashville Public Education Foundation (NPEF) released the results of its annual poll and the numbers indicate that the public now has a more favorable view of MNPS. Still, more than half of those polled hold a negative view of Nashville’s schools.
Here’s more from a press release:
A recent poll conducted by Impact Research for the Nashville Public Education Foundation shows an improvement in Nashvillians’ perception of the city’s public schools. The results show an 11-point upswing in residents’ perceptions of local public schools, from a 62% negative rating in 2021 to roughly half (51%) this year. The data further suggests that Metro Nashville Public Schools (MNPS) families are more encouraged by recent improvements, as 50% of public school parents approve of the job the district is doing educating students – up 16 points from last year.
Director of Schools Adrienne Battle hailed the results as a sign of the district’s focus on students.
“We are excited that MNPS families are seeing and experiencing the work being done across the district to accelerate the learning progress of our students and move the district forward to ensure every student is known,” said Dr. Adrienne Battle, Director of Schools. “I’m thankful for the support we’ve received from Mayor Cooper, the Metro Council, and our Board of Education through record investments in MNPS that have helped us achieve our level 5 TVAAS status and a record 48 Reward Schools in the last school year. We look forward to building on these foundations to create even greater support for public schools in Nashville.”
A note on TISA:
The poll also asked Nashvillians about a high-profile issue affecting public schools in the past year – the Tennessee Investment in Student Achievement (TISA), the state’s new school funding formula. While the overwhelming majority (69%) of Nashvillians have not heard about the state’s new school funding formula, those who are aware of TISA are generally split on their support. Within the population who say they are aware of TISA, 41% support it while 46% oppose the funding formula.
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Parents in Nashville and Memphis are asking a state court to end the state’s new voucher program in its infancy. The program began this year after a court lifted an injunction preventing it from going into effect.
A small number of students qualified this year, as the program was greenlighted just weeks before the start of school. The lifting of the injunction did not, however, stop the ongoing lawsuit from parents.
Here’s more from Public Funds for Public Schools:
Today, a panel of judges for the Davidson County Chancery Court heard arguments in two consolidated cases challenging the constitutionality of Tennessee’s private school voucher law, which the state began implementing in August.
The plaintiffs – Davidson and Shelby County parents and community members – argued that Tennessee’s voucher program illegally diverts taxpayer funds appropriated for public schools in those counties to private schools. They asserted that the program violates the Tennessee Constitution and state law, exacerbates underfunding of public schools, and treats Davidson and Shelby County students and taxpayers differently from their counterparts across the state.
“My daughter’s public school is wonderful. But it already struggles with funding for textbooks, technology, and enough teachers to keep class sizes down,” said plaintiff Roxanne McEwen,whose child is a student in Metro Nashville Public Schools. “It’s wrong to take money away from our public schools – which serve every child who walks through their doors – when they are already underfunded.”
Private schools participating in the taxpayer-funded voucher program are not obligated to comply with the academic, accountability, and governance standards that apply to public schools. Unlike public schools, private schools can discriminate against students on the basis of religion, LGBTQ status, and other characteristics, as well as refuse to provide services such as special education for students with disabilities. “The state and the other defendants want the court to throw out this case before the plaintiffs have even had a chance to fully air their claims,” said Chris Wood, partner at Robbins Geller Rudman & Dowd. “Our clients have asserted multiple violations of the constitution and state law that the court has not yet heard or decided.”
Public school parents and community members in Shelby and Davidson Counties filed McEwen v. Lee in 2020. They are represented by the ACLU of Tennessee, Education Law Center, the Southern Poverty Law Center, and Robbins Geller Rudman & Dowd LLP. The McEwen case has been consolidated with Metro Government v. Tennessee Department of Education, another case challenging the voucher law.
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That’s the impact of inflation on starting teacher pay in Metro Nashville.
Teachers in Nashville have seen significant pay bumps in recent years, but as inflation takes a toll, those increases effectively mean a starting teacher today makes less than a starting teacher did back in 2015.
But when you take into account inflation and run the 2015 and 2022 salaries through the Bureau of Labor Statistics Consumer Price Index Inflation Calculator, $42,082 has the same buying power as $52,242 now.
Therefore, a new teacher is making $4,121 less now compared to what they would’ve made in 2015.
That’s a number that hits particularly hard in one of the nation’s fastest-growing cities – where housing costs have been steadily on the rise.
As Mintzer notes:
There are more than 120 teacher positions still open as of a couple of weeks ago in Metro Nashville Public Schools, according to a spokesperson for the district.
Controversial Michigan-based charter school operator Hillsdale College brought its roadshow to Rutherford County this week and parents and public school advocates spoke out against the school locating in their community.
Nashville’s NewsChannel5 reported on the events surrounding a hearing conducted by the Tennessee State Charter School Commission. While the Rutherford County School Board rejected Hillsdale-affiliated American Classical Academy’s charter application, the school has appealed to the unelected state board to override the local decision. All members of the Commission were appointed by current governor and charter school supporter Bill Lee.
The Hillsdale-affiliated American Classical Academy is asking the commission to overturn the decision by the Rutherford County school board to deny their application for taxpayer funding for their privately operated charter school.
Rutherford County officials argue that the Hillsdale schools do not have a good track record when it comes to students with disabilities, those who are economically disadvantaged and the lowest performing children.
Here’s what Rutherford County Schools had to say about the Hillsdale application:
There’s a new player in the Tennessee education news landscape. Really, it’s an old player dressed up in a friendly new package.
Tennessee Firefly is an education news source that effectively serves as a mouthpiece for the forces of school privatization. Sky Arnold heads it up. Sky is formerly of the local FOX affiliate and before Firefly, was the communications chief over at Tennesseans for Student Success. Yes, Tennesseans for Student Success now has its own education news organ.
Here’s how they describe their mission:
Why did we create an education news source? Simple. Tennessee needs it now more than ever. A few words on this from our Managing Editor Sky Arnold. https://t.co/OPYzskPqvSpic.twitter.com/SGRn4Lkmmt
That’s interesting because TNEdReport has been offering the truth about education news in the state since 2013. There’s also Chalkbeat. And, of course, Dad Gone Wild.
In short, there’s no shortage of people and outlets offering clear analysis on education news in the state. Heck, the Tennessean and Daily Memphian offer up regular doses of education news. There’s even Center Square.
Still, Tennesseans for Student Success, fresh off some big wins in the August GOP primaries, is hungry for more – and now seeks to drive the media narrative around school privatization with an outlet of their own.
What’s the real deal? It all comes down to Hillsdale College. The controversy over Hillsdale’s charter applications has caused the public – and policymakers – to take a new look at privatization by way of charter school.
Here’s Firefly saying that while the Hillsdale controversy may look bad, it’s cool to go charter:
Our writer Vanessa Helgeland has a few words today to make the case that Hillsdale shouldn’t impact support for high-quality public charter schools in Tennessee. Read her commentary here https://t.co/eAJUajMb7M
Seems everyone is running away from Larry Arnn and Hillsdale – even though they have three schools (in Madison, Montgomery, and Rutherford) appealing to the State Charter Commission to gain access to local public funds despite objections from local school boards.
Here’s a bit more about Tennesseans for Student Success and their aggressive pursuit of privatization by any means necessary:
One middle Tennessee mom says she was devastated when she learned of Tennessee’s new third grade retention law that goes into effect this year. The law requires that any third-grade student who scores at “below expectations” or “approaching expectations” on the state’s TNReady test in reading be held back unless they complete summer school and possibly enroll in a tutoring program during the school year.
Nearly 70% of all Tennessee third grade students score at that level on TNReady in any given year. In other words, even if a majority of them complete the summer program and participate in tutoring, a significant portion of third grade students will be forced to repeat third grade in 2023.
One day and one test could change the life of Anna Sturm’s son.
“I was devastated when I read it,” she said. “As a mother, it was such a disheartening thing to read that this is going to be something that could impact my child and thousands and thousands of children.”
The news report also notes that the Murfreesboro City Schools have crafted a resolution asking the state to reconsider the legislation and make changes when they return to session in January.
That’s something the bill’s sponsor says he may be open to – though he was vague on what those changes may look like:
It’s worth noting, too, that the policy is based on a single test taken on a single day – and it’s a test that has not exactly been reliable in recent years:
The legislature appropriated no additional funds to help schools support third grade students nor are there funds available for the necessary summer reading and school year tutoring programs mandated by the law.
Instead, it seems legislators just passed a law and hoped that change would magically happen.
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The law requires that all third-grade students who score below “met expectations” on TNReady reading be held back unless they complete a summer remediation program and possibly also enroll in a tutoring program for the academic year.
The point is to focus on improving reading scores. The reality is that nearly 70% of Tennessee third graders would fall into this category, thus requiring districts to offer extensive summer reading programs and school year tutoring. It’s likely, too, that some students will not complete the remediation and will then repeat third grade.
This means more costs for local districts – and the law, authored by Rep. Mark White, offered no new resources for districts. Additionally, since the law passed, the General Assembly has not offered districts funds to provide for summer reading or tutoring as indicated by this law.
When asked if he would consider adding funding to this bill to support schools with tutoring efforts and summer programs, White again expressed a willingness to talk about it.
“That is one of the big objections. We can look at this come January and modify the law if we think that’s what needs to be done,” he said.
That’s an interesting answer. White is not committing to providing funding or support to districts – only to “looking at” the law and the current objections. A more prudent approach would be to work with Gov. Lee to secure dedicated funding. Or, even, to change the law in such a way that districts get the supports/interventions/funding BEFORE any penalty hits students in terms of retention.
Despite all the rhetoric from Tennessee policymakers about funds for schools and teacher salaries, Tennessee teachers continue to experience a “wage gap.” That is, teachers in Tennessee earn nearly 24% less than similarly educated peers.
The Economic Policy Institute has once again published its analysis of teacher pay relative to the pay of similar professionals and found that at a national level, the wage gap is 23.5%. In Tennessee, that gap is 23.8%. As EPI notes, in 28 states, the gap is greater than 20%. Yes, even when you add the benefits package (typically more generous than in other jobs), the penalty is still well above 10%.
What does this mean, though?
Well, all those stories about a teacher shortage start to make sense. Whether there are more actual vacancies this year than in years past (as seems to be the case in some districts), the issue is being talked about more seriously this year.
The numbers from EPI indicate that the value proposition for teachers just isn’t that great. Combine that with heated political rhetoric about “groomer teachers” and book banning, and you may begin to understand why there aren’t as many qualified educators available and eager to fill all the vacancies.
Here’s more from EPI on how they conducted the study:
First, we use Current Population Survey Outgoing Rotation Groups (CPS-ORG) data for the wage analyses. We focus on weekly wages, which avoids comparisons of weekly hours worked or length of the work year (i.e., the “summers off” issue for teachers) between teachers and other college graduates.3 The sample is restricted to full-time workers (working at least 35 hours per week), 18 to 64 years old, with at least a bachelor’s degree. The education restriction is made because teachers today need at least a bachelor’s degree to teach. The sample is further limited to those who reported their wage information directly (i.e., nonresponders whose wage data was imputed by BLS are excluded).
Trends Over Time
In 1979, teachers earned $1,052 per week (in 2021 dollars), which is 22.9% less than the $1,364 earned by other college graduates. The difference in wages between teachers and other college graduates decreased slightly into the mid-1990s, falling to 15.7% in 1996, but then increased considerably during the tight labor markets of the late 1990s into the early 2000s. The wages of nonteacher college graduates jumped by 13.5% from 1996 to 2002 during an unusual time of exceptional wage growth among low-, middle-, and high-wage earners. But inflation-adjusted wages of teachers did not grow strongly during this period, in part because teacher pay is often set by long-term contracts, and public-sector wages are not as volatile (they do not rise and fall as much) as private-sector wages. Teacher weekly wages remained flat in inflation-adjusted terms from 1996 to 2002, increasing just 0.3%, leaving the real average weekly wage of teachers 25.5% less than their college graduate counterparts.
This difference remained fairly consistent, with some ups and downs, throughout the 2000s. But, a significant widening of the wage gap has occurred since 2010 as teacher wages remained relatively flat while wages of other college graduates took off. The difference increased by 7.6 percentage points between 2010 and 2021—leaving the average weekly wages of teachers 32.9% behind that of other college graduates by 2021, the largest difference recorded in our series.
Now, though, we’re still looking at wage gaps of around 24% – in part due to a tight labor market in other professions increasing overall salaries. Of course, available federal stimulus funds and states with budget surpluses have meant some increases in teacher compensation – still, it is not enough to achieve anything like parity with other professions.
As EPI notes:
Generally, the teacher wage penalty has been on a worsening trajectory since the mid-1990s. A slight shrinking of the gap in 2019 was short lived. It widened again in 2020, to 21.6%, and in 2021, the penalty reached a record 23.5%. That means that, on average, teachers earned just 76.5 cents on the dollar compared with what similar college graduates earned working in other professions—and much less than the relative 93.9 cents on the dollar that teachers earned in 1996.
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That was three years ago. So, what happened? Well, as it turns out, the former Speaker of the House (Glen Casada) and his former Chief of Staff (Cade Cothren) have been indicted in a bribery and kickback scandal related to the voucher vote.
NewsChannel5 reports:
According to the indictment, beginning in October 2019, Casada, Cothren, as well as another conspirator engaged in a fraudulent scheme to enrich themselves “by exploiting Casada and the other conspirator’s official positions as legislators to obtain State approval of Phoenix Solutions as a Mailer Program vendor to provide constituent mail services to members of the Tennessee General Assembly.”
This reportedly began after Cothren’s resignation and after Casada stepped down as the Tennessee Speaker of the House.
While the indictment is not specifically around the voucher vote, the conspirators were directly involved in that event as well.
More to come as this process continues.
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Tennessee is on the verge of a whole lot of kids repeating the third grade – changing the landscape of schools and classrooms and increasing demand for elementary teachers during a teacher vacancy crisis.
Here’s why:
A state law that goes into effect this year requires that students not testing at “met expectations” – reading at grade level – according to TNReady results, must be retained or complete a summer remediation program.
An article in the Maryville Daily Times explains what this might mean in practice.
The law applies to students who score at the “below expectations” or “approaching expectations” performance levels on the TCAP exam. Statewide, that could mean two-thirds of third graders, Winstead explained. However, Maryville’s third grade ELA performance last spring was ranked sixth in the state, with 60% meeting or exceeding expectations.
That left 40%, 174 children, potentially affected if the law had been in place. However, with exemptions for new English learners, students with disabilities that affect reading and previously retained students, the number drops to 122.
So, under current law, Maryville would need to prepare for 122 new third-graders in the 2023-24 school year. Of course, some of them would take advantage of the remediation offerings. Let’s say that’s half. That still leaves Maryville needing 3 additional third grade classrooms for 2023-24.
Note, too, that the article says statewide, that number is closer to 66%.
While the intent of the law is to promote a focus on reading in the early grades as a way to set students up for success in future learning, the practical impact could be far-reaching with a range of unintended consequences.
It’s also worth noting that this law was passed without any attendant passage of new funding or new programs to promote reading. No significant increase in teacher pay, no additional funding for support staff, no improved support programs for these kids.
Perhaps the biggest consequence is this: While the law was designed to help kids stay in school by ensuring they read at grade level, the reality is that as kids age, they are more likely to drop out – so, an 8th grader who is 14 rather than 13 may be more likely to give up on school altogether.
For those students truly on the margins, the summer learning or tutoring may help keep them on track. For those farther behind, this could be a precursor to an even higher school dropout rate come high school.
In any case, it seems likely that two out three 3rd grade students statewide will be subject to the impact of this law by summer.
Oh, and the entire law is based on the results of a TNReady test that has been anything but ready in the few years since it has been a part of Tennessee’s education landscape.
