Haslam Appoints BEP Task Force

Governor Bill Haslam yesterday announced he’s appointed a task force to study the state’s education funding formula, known as the Basic Education Program (BEP). This is likely a response to some school districts, like Nashville, complaining that the current formula is unfair.

Education Commissioner Kevin Huffman, who will chair the group,  says the plan may need revision and updating and that this task force will provide recommendations about how to “distribute available resources in a responsible manner.”

Neither Haslam nor Huffman mentioned providing more resources to the formula as a means of further investing in Tennessee’s schools.

Someone probably ought to tell the Governor that there’s a group of people (school directors, city and county representatives, school board members, and other education stakeholders) that meet regularly to review and study the BEP.  It’s called the BEP Review Committee and it is required by law, specifically: Tennessee Code Annotated 49-1-302(4)(a).

This task force meets 4 times a year and makes recommendations annually for upgrades or improvements to the BEP.  Here’s the latest report, issued November 1, 2013.

The top recommendation of the task force is to continue the phase-in of BEP 2.0 – a revision to the formula developed by Governor Bredesen and a bi-partisan group of lawmakers in 2007. The projected remaining cost of full implementation is $146 million.  The Committee is recommending a phase-in approach, so something along the lines of $50 million a year each year for the next three years could meet this goal.

Other recommendations of the BEP Review Committee include:

  • Reducing the class size ratio used to generate teachers for grades 7-12. This would have the impact of sending more dollars to districts for hiring teachers. The Committee recommends a reduction of 2-3 students at a projected cost of $81 million.
  • Providing funds for professional development of teachers at a rate of 1% of the total dollars spent on instructional salaries. This would cost $22 million.
  • Providing funding for a comprehensive mentoring program for all new teachers and principals with a  1:12 mentor/teacher ratio.  The mentoring program would cost $14 million.

The Committee makes recommendations about changing the ratio for funding school nurses and improving technology, including creating a funding element for technology coordinators.

The bottom line is, there’s already a BEP task force, it’s been doing it’s work for some time now, and it has made solid recommendations for improving the formula.

I suppose the first assignment of the task force could be to review the work of the BEP Review Committee.

Of course, one might expect legislative Democrats to take up the cause and fight for improvements to the BEP by way of legislative proposal or budget amendment.  Perhaps proposing a BEP 2.0 phase-in or championing mentoring for new teachers?

However, House Minority Leader Craig Fitzhugh tells us that’s not going to happen. In an interview we published yesterday, he said:

There are a few proposals before the General Assembly that deal with BEP, primarily with the state’s portion of funding. At this time, I’m not aware of any other Democratic proposals that will change the BEP, especially in light of a tight budget cycle.

So, the task force will meet and report and the BEP might (or might not) be improved.  And the BEP Review Committee will continue to meet and issue reports that go largely ignored on Capitol Hill. Ignored so routinely, apparently, that the Governor forgot the Committee even existed.

For more on Tennessee education politics and policy, follow us @TNEdReport

 

Education Monday

Monday will see two events focused on the state of education policy in Tennessee.

The first is sponsored by newly-launched TREE and will be held at 9:30 AM in Legislative Plaza Room 31.

The event features Elaine Weiss discussing Race to the Top, Poverty, NAEP Scores, and the state of Tennessee schools.  Weiss is the National Coordinator of the Broader, Bolder Approach to Education.

The next event is hosted by SCORE. At 11 AM SCORE will release and discuss its “State of Education” Report highlighting Tennessee’s education status and listing priorities for 2014.

SCORE has released such reports in the past. They have focused on student achievement, educator quality, teacher evaluation, and teacher preparation among other topics.

For more on Tennessee education politics and policy, follow us @TNEdReport

The Education Agenda

What’s the best way to move Tennessee schools forward? It seems lots of people have opinions about this.  And some organized groups (teachers, superintendents, parents) are familiar faces around the General Assembly as education legislation is discussed, debated, and voted on.

Here, I attempt to break down the education agenda according to various groups attempting to influence the debate at the General Assembly this session.

Professional Educators of Tennessee (PET)

This group of teachers is the smaller of the two organizations in the state representing teachers (the other being the Tennessee Education Association).

We’ve written about PET’s 2014 agenda before.

Essentially, they are focusing on teacher licensure (and the use of TVAAS to determine continuation), protection of student and teacher data, and testing.

Tennesseans Reclaiming Educational Excellence (TREE)

We reported last week on the launch of this new group. They appear to stand in opposition to much of the current reform agenda in Nashville (state charter authorizer, vouchers, etc.). They also support full funding of BEP 2.0.

Tennessee Education Association (TEA)

TEA is the state’s oldest and largest association of teachers.  The TEA has historically opposed the expansion of charter schools and the use of public dollars for private schools (vouchers). They have a fairly wide-ranging legislative agenda. Additionally, they are currently undertaking a “road trip” to expose flaws in the Tennessee Value-Added Assessment System (TVAAS).

Tennessee School Boards Association (TSBA)

As its name implies, this group represents school boards across the state.  Though a few systems are not members, most in Tennessee are.  Here’s their complete agenda.  The organization opposes vouchers and opposes revoking a teacher’s license based solely on TVAAS data.

Tennessee Organization of School Superintendents (TOSS)

The statewide organization representing school superintendents.  Their full legislative agenda can be found here. TOSS opposes vouchers, a statewide charter authorizer, and the revocation of a teacher’s license based on TVAAS data.

Statewide Collaborative on Reforming Education (SCORE)

SCORE is headed-up by former U.S. Senate Majority Leader Bill Frist.  The organization is comprised of many education stakeholders and aims to provide information to policymakers as they make decisions that impact schools.  They have been supportive of the new teacher evaluation model and are the leading organization in Tennessee in support of the Common Core State Standards.  More on SCORE here.

Stand for Children

This organization has been active in Tennessee since 1999.  For the sake of full disclosure, I worked for Stand in TN from 2007-2009. The organization made its mark in Tennessee advocating for expanded access to Pre-K.  According to a recent email from new Executive Director Betty Anderson, the organization plans to focus this year’s legislative efforts on maintaining the Common Core State Standards.  They are also supportive of expanded access to Pre-K and to improvements to the BEP.

StudentsFirst

This is the Tennessee affiliate of Michelle Rhee’s nationwide StudentsFirst organization. Here’s the group’s official issue agenda.  They have been supportive of vouchers, a statewide charter authorizer, and teacher merit pay.

Tennessee Parent Teacher Association (PTA)

The Tennessee PTA is comprised of parents organized at the local school level. While these groups typically support their specific school, the PTA also supports schools and students in the community and state. Their complete legislative agenda can be found here. The PTA includes in its agenda support for the inclusion of parent and student feedback in teacher evaluation and the use of “strategic compensation” for teachers.  They also support the Coordinated School Health program and changes to the BEP that would provide funding for additional nurses. The PTA opposes vouchers.

School Choice Now

This group is a joint project of the Tennessee Federation for Children and the Beacon Center of TN.  Their focus is on a statewide school voucher program, which they call “opportunity scholarships.”

Those are the major groups I’m aware of attempting to influence education policy in Tennessee. There are likely others.  But this is a starting point to understanding what’s going on at the Legislative Plaza regarding education policy and who is pushing for what policies.

For more on Tennessee education politics and policy, follow us @TNEdReport

 

Raj Chetty and Tennessee Education Policy

No, Raj Chetty, economics professor at Harvard,  is not specifically making recommendations to Tennessee about how to conduct education policy.  But he did join with other scholars to analyze Tennessee’s STAR program (1985-1989) for early education (K-3) which included students in 79 Tennessee schools and random student assignment.

The results of Chetty’s study suggest that the quality of a kindergarten class matters greatly to a child’s future.  It’s important to note that the study focused on the overall quality of the class — from the teacher to the resources provided to class size to peer group.  So, yes, quality matters.  And certainly, the teacher is a factor in that overall quality picture.

Chetty notes that a top quartile teacher (based on test scores) can make a significant difference in lifetime income for a child.  Yes, I’ve been critical about the “big” differences Chetty notes in terms of lifetime income in other studies. And, I certainly have questions about how important this particular finding is in terms of overall income impact. And then there’s the whole notion about the limitations of the knowledge we can gain about an individual teacher based on test scores alone.

That said, Chetty does note the findings are statistically significant and his study does control for many outside factors in order to isolate classroom inputs.

Moreover, the current Tennessee Department of Education policy framework is geared toward improving results on just these sorts of tests.

So, it becomes interesting, then to see what Chetty’s research says about how to improve results on such tests (which provide at least some predictive value about how a student will do later in life) and how that compares to current Tennessee education policy being pursued by the Haslam-Huffman regime.

1) Class Size Matters: According to the Chetty study, “Small-class students went on to attend college at higher rates and to do better on a variety of measures such as retirement savings, mar- riage rates, and quality of their neighborhood of residence.”  Which makes it difficult to understand why among the first proposals of Commissioner Huffman was to attempt to adopt a policy that would have raised class sizes across Tennessee.

2) Teacher Experience Matters: Contrary to what Commissioner Huffman told the State Board of Education about teacher experience (that a teacher’s years of experience don’t effectively predict student outcomes), the Chetty study noted, “We find that kindergarten teachers with more years of teaching experience are more effective at raising both kindergarten test scores and adult earnings. This may partly be the effect of learning on the job, but it may also reflect the fact that teachers who have taught for a long time are more devoted to the profession or were trained differently.” In spite of this Tennessee-specific data on the importance of years of experience to improved student outcomes, Commissioner Huffman proposed and the State Board of Education adopted a teacher pay plan that discounts years of experience as a factor in compensation.

3) Teacher Merit Pay is Problematic: When discussing the policy implications of the study, Chetty notes, “Merit pay policies could potentially improve teaching quality but may also
lead to teaching to the test without gains on the all- important noncognitive dimensions” (soft skills). Which, as stated above, would point to policies that move away from merit pay for individual teachers, in contrast to the Haslam-Huffman policy.

4) Teacher Support is Critical: Chetty specifically points to improved teacher training, early career mentoring, and reducing class sizes as policies that could work to improve the overall quality of early (K-3) classrooms.  Again, Tennessee has no statewide program for new teacher mentoring and is not systematically working on reducing class size, especially in the early grades.  In fact, as noted above, the initial proposal from this administration would have increased class sizes.

While I may be among the first to look skeptically at the current administration’s education policy goals, it would be nice if their policy solutions actually lined up with the stated goals.  In this case, using Tennessee data, it seems clear the proposed solutions are not matching the stated challenges.

For more on Tennessee education policy and politics, follow us @TNEdReport

Rutherford County to Consider Alternative Pay Plan

The Rutherford County School Board will begin discussions tonight on a new pay plan as required by the State Board of Education.  The State Board approved Commissioner Kevin Huffman’s recommendations for a new pay scale and a requirement that districts come up with differentiated pay schemes, including merit pay and pay based on performance on the Tennessee Value Added Assessment System (TVAAS).

TVAAS is facing continued criticism from some who don’t wish to tie teacher licensure to the scores it produces. It has also been suggested that TVAAS has done very little so far to improve Tennessee schools despite having been in existence for 20 years. And, some critics of value-added data note that it is unable to effectively differentiate among teachers.

It will be interesting to see the general outline of the pay plan discussed in Rutherford tonight as it may offer insight in to how the state is “guiding” districts to develop such plans.

For more on education politics and policy in Tennessee, follow us @TNEdReport

Parents, Educators Challenge Over-Reliance on Testing

Stories out of Shelbyville and Knoxville over the weekend indicate a growing pattern of frustration on the part of parents and teachers about the amount of testing forced on Tennessee students and the use of those students (and now, student surveys) to evaluate teachers.

Jason Reynolds at the Shelbyville Times-Gazette reports that the currently used TCAP tests are coming under increasing scrutiny. Reynolds reported that Nashville parent  and education activist Jennifer Smith, suggests Tennessee students are subject to too much testing and it is having negative consequences:

“Children are being denied valuable classroom instruction, experiencing undue anxiety and stress, and receiving little — if any — recess time so they can prepare to take a test that is ‘not very strong,'” she wrote. Smith said she would like to see Tennessee follow the lead of California, which recently discontinued its version of TCAP so teachers could prepare to implement PARCC.

Reynolds also notes that J.C. Bowman, Executive Director of Professional Educators of Tennessee (PET) says Tennessee students are overloaded with tests.  Bowman has also expressed concern with the use of value-added scores to evaluate teachers.  His organization has called for a suspension of the use of TVAAS in evaluations until the PARCC test is implemented, which seems to echo Smith’s concern.

Teachers are speaking out as well.  A Knox County teacher recently addressed her School Board about the pressures teachers are facing.

And in this story out of Knoxville, parents and teachers both express concern over excessive testing.

One PTSO leader in Knox County noted: 35 days during the year at the elementary level were devoted just to math assessments, “and that’s not including the other four subjects.”

Concern from parents and teachers over testing combined with serious questions about the ability of value-added scores to actually differentiate between teachers seem to be behind the school systems of both Bradley County and Cleveland passing resolutions recently opposing the use of TVAAS data for teacher evaluation and licensure.

The same parent noted she is concerned about the use of student surveys to evaluate teachers. This is practice underway in Knox County, Shelby County, and Metro Nashville.  It’s called the TRIPOD survey and uses student answers on a battery of questions to evaluate teacher performance.  This year, the surveys count for 5% of a teacher’s overall evaluation score.  It’s not clear how the surveys are scored or what a teacher needs to do to earn the top score of 5.

For more on education politics and policy in Tennessee, follow us @TNEdReport

 

Cleveland, Bradley County Speak Out on State Ed Policy

The School Boards of Cleveland and Bradley County have both passed resolutions this week calling on the State Board of Education to stop using TVAAS (Tennessee Value Added Assessment System) scores in teacher evaluation and licensure.

UPDATE:  Read the resolution here.  We’re told this resolution will be presented to the TSBA (Tennessee School Boards Association) Delegate Assembly for a vote in November.

Cleveland’s Board expressed support for Common Core while the Bradley resolution questions the appropriateness of Common Core standards for younger children.

The two districts join Roane and Marshall counties in passing resolutions raising concerns about state education policies and a lack of collaboration from state leaders.

Specific to TVAAS, Professional Educators of Tennessee (PET) has also called on the state to stop using value-added data until 2016-17 when the PARCC tests are fully phased-in.

TVAAS has come under criticism recently for providing a smokescreen that has allowed Tennessee policy makers to claim schools are making gains while masking relatively low proficiency rates on tests like NAEP (National Assessment of Educational Progress).

Additionally, some question the ability of value-added data to provide meaningful differentiation among teachers.

For more on Tennessee education politics and policy, follow us @TNEdReport

 

 

20 Years of TVAAS has Told Us Almost Nothing

Valerie Strauss has an interesting piece over at the Washington Post dealing with Value-Added Modeling.  More specifically, the post analyzes what can be learned from 20 years of the Tennessee Value-Added Assessment System (TVAAS) implemented as a result of the Education Improvement Act — the Act that created the Basic Education Program (Tennessee’s school funding formula, also known as BEP).

The promise of Value-Added Assessment was that we could learn a lot about which schools were working and which weren’t.  We could learn a lot about kids and how they were progressing.  We could even learn about teachers and how they were doing with all their students and with specific groups of students.  With all this information, Tennessee would intervene and take action that would move schools forward.

Unfortunately, that promise has not been delivered.  At all.

Here, I highlight the key takeaways from the Strauss piece.  Tennessee parents and policymakers should take note – TVAAS is taking up tax dollars and impacting teacher evaluations and it doesn’t really work all that well.

1. Using TVAAS masked persistently low proficiency rates.

The Tennessee value-added assessment model basically identified the schools that were already making required annual proficiency targets, but it failed to distinguish between schools with rising or declining proficiency scores.

In short, the Sanders Model did little to address the essential unfairness perpetuated by NCLB proficiency requirements, which insisted that those student further behind and with fewer resources than those in economically privileged schools had to work harder to reach the same proficiency point.  More importantly, there was no evidence that the Sanders version of value-added testing did anything to help or even predict the future outcomes for those furthest behind.

 

2. TVAAS is unstable and inappropriate for high-stakes decisions — like hiring and firing teachers, renewing licenses, or determining pay.

And despite the National Research Council and the National Academies’ flagging of value-added assessment as too unstable for high-stakes decisions in education …

…states like Tennessee rushed to implement a federally recommended system whereby value-added growth scores would come to dominate teacher evaluation for educators who teach tested subjects.  And contrary to the most basic notions of accountability and fairness, two-thirds of Tennessee teachers who teach non-tested subjects are being evaluated based on school-wide scores in their schools, rather than their own.

3. Continued use of TVAAS as an indicator of “success” leaves the most vulnerable students further and further behind.

In a 2009 Carnegie-funded report, Charles Barone points out that focus on value-added gains, or growth in test scores, may downplay the need for interventions to address low proficiency rates:  “Due to the projection toward proficiency being recalculated annually [in the TVAAS model], there is not necessarily a significant progression, over time toward proficiency . . . causing a delay of needed intervention at appropriate developmental times” (p. 8). So while showing academic progress, gain scores or growth scores easily mask the fact that minority and poor children are far below their well-heeled peers in becoming intellectually prepared for life and careers. And in masking the actual academic progress of the poor and minority students, the state (and the nation) is let off the hook for maintaining and supporting an adequate and equally accessible system of public education for all students. At the same time, politicians and ideologues can celebrate higher “progress rates” for poor and minority students who are, in fact, left further and further behind.

4. Tennessee has actually lost ground in terms of student achievement relative to other states since the implementation of TVAAS.

Tennessee received a D on K-12 achievement when compared to other states based on NAEP achievement levels and gains, poverty gaps, graduation rates, and Advanced Placement test scores (Quality Counts 2011, p. 46).  Educational progress made in other states on NAEP [from 1992 to 2011] lowered Tennessee’s rankings:

• from 36th/42 to 46th/52 in the nation in fourth-grade math[2]

• from 29th/42 to 42nd/52 in fourth-grade reading[3]

• from 35th/42 to 46th/52 in eighth-grade math

• from 25th/38 (1998) to 42nd/52 in eighth-grade reading.

5. TVAAS tells us almost nothing about teacher effectiveness.

While other states are making gains, Tennessee has remained stagnant or lost ground since 1992 — despite an increasingly heavy use of TVAAS data.

So, if TVAAS isn’t helping kids, it must be because Tennessee hasn’t been using it right, right? Wrong. While education policy makers in Tennessee continue to push the use of TVAAS for items such as teacher evaluation, teacher pay, and teacher license renewal, there is little evidence that value-added data effectively differentiates between the most and least effective teachers.

In fact, this analysis demonstrates that the difference between a value-added identified “great” teacher and a value-added identified “average” teacher is about $300 in earnings per year per student.  So, not that much at all.  Statistically speaking, we’d call that insignificant.  That’s not to say that teachers don’t impact students.  It IS to say that TVAAS data tells us very little about HOW teachers impact students.

Surprisingly, Tennessee has spent roughly $326 million on TVAAS and attendant assessment over the past 20 years. That’s $16 million a year on a system that is not yielding much useful information. Instead, TVAAS data has been used to mask a persistent performance gap between middle to upper income students and their lower-income peers.  Overall student achievement in Tennessee remains stagnant (which means we’re falling behind our neighboring states) while politicians and policy makers tout TVAAS-approved gains as a sure sign of progress.

In spite of mounting evidence contradicting the utility of TVAAS, Commissioner Huffman and Governor Haslam announced last week they want to “improve” Tennessee teacher salaries along the lines of merit — and in their minds, TVAAS gains are a key determinant of teacher merit.

Perhaps 2014 will at least produce questions from the General Assembly about the state’s investment in an assessment system that has over 20 years yielded incredibly disappointing results.

For more on Tennessee education politics and policy, follow us @TNEdReport

 

 

PET Talks to Kevin Huffman

Professional Educators of Tennessee launched a new online journal today and it contains a wide-ranging interview with Tennessee Commissioner of Education Kevin Huffman. The full interview can be viewed here.

I’ve got some excerpts and analysis below.

PET:  You started in your post about 3 or 4 months into Governor Haslam’s term, after Tennessee was already several months into the Race to the Top (RTTT) Grant Award and after the new evaluation system was put in place.  Yet, many people seem to tie you to the changes in teacher evaluation which was actually included in the 2010 RTTT Application.  Is that fair?

Huffman: Yes and no. No in the sense that we committed to implement the system (including 50% student achievement for all teachers) through the First to the Top legislation and then through the grant. My first week on the job, the advisory committee (TEAC) completed its work which included the selection of the TEAM rubric and the format for the observations, so that was all done by the time I came, and it isn’t accurate to say that I created it.

What set us apart from other states, though, is that we didn’t back down. Other states committed to do evaluation too, and many delayed by a year or two, or kicked the can even farther down the road, and we stayed the course. If that means that I am tied to the evaluation system, I accept that, because I think the system has made instruction better and helped kids learn more. One of the things I think people miss in the evaluation discussion is that the real value is not in anything punitive: it is in ensuring that real feedback and conversations about instruction happen across the state with a common language. And I think that has happened.

What’s missing, in my view, is the attendant professional development and early career support.  Early career teachers need mentoring and support.  Teach for America, where Huffman got his start, places a heavy emphasis on targeted coaching and mentoring in the first two years. Even if the evaluation process is on balance a good one (and there’s debate about that), it’s difficult to see how it improves instruction significantly without supports and targeted professional development being provided to teachers. 

PET:  What changes do we need to make in teacher evaluations?  And what should the state have done differently in retrospect?

Huffman: We made a bunch of changes after the first year, which I think made the system better and certainly made educators feel the system was better in the second year. I think we have to keep looking each year at how to improve it. A couple of things over the long haul that I think we need to keep looking at: 1) adjusting language each year on the rubric so that it effectively matches the observations with the standards teachers are teaching. I think we have done a little of this but we have to keep looking; 2) the whole “15% measure” for achievement still doesn’t seem to be going very well. Many teachers and schools don’t feel like it accurately reflects teachers’ impact, so I want to keep looking at this.

In retrospect, I think the biggest piece missing was training and communication for teachers well in advance of the rollout. I think some teachers got strong communication from local schools and districts and others did not, and the communication piece was insufficient from the state. A good example of that was the initial “planning” strand. Some teachers spent hours and hours and wrote 20-page lesson plan documents, which was never the intent. Better communication way back in early 2011 would have made a big difference.

The evaluation process is an ever-changing one — and that’s frustrating for teachers.  Every few months, it seems, something new is decided or added or taken away from the evaluation process. No one objects to a sound evaluation of their performance.  What’s problematic is the implementation.  Further, the 15% measure for achievement is becoming more, not less problematic.  In some systems, teachers are forced to choose an “Annual Measurable Objective” connected to English/Language Arts or Math.  Rather than owning their own students (in the case of AP teachers, for example) teachers are sometimes tied to students they’ve never taught.  The State Board document on the 15% provides a number of choices and ample flexibility.  Revisiting this issue with the input of teachers from across the state would be a welcome policy change.

PET:  In your opinion, what are the top three current challenges facing education in Tennessee?

Huffman: This is a tough one. 1) Helping students with disabilities reach their potential. We have a huge gap in achievement and we are really focused on this at the state level right now. 2) Early grades reading. We heard all summer from teachers that they need and want more support for teaching reading and for intervening with students who are far behind their peers. We are offering a course through our regional CORE offices to thousands of teachers on reading instruction, and I hope it will help. 3) Integrating all of the changes. We have done a lot in the last few years, and we now have new assessments coming. Our focus is not on more change – it is on how to manage all of the change effectively.
I’m very bullish on our ability to navigate these challenges though.

One clear way to improve early grades reading is by ensuring access to high quality Pre-K programs.  Both the Comptroller’s study and the Vanderbilt study of Pre-K indicate its ability to help improve reading in early grades.  Governor Haslam, however, has indicated he’s not in favor of expanding a program that is proven to work to address what the Commissioner of Education identifies as a top priority for our state.
PET:  Any final thoughts you would like to share with Tennessee educators?

Huffman: I am deeply grateful for your service. Every time I visit a school, I am struck by the professionalism and commitment of our educators, and our students are lucky to have you.

I’m sure it’s nice for educators to hear those words.  But, you can’t buy groceries with gratitude.  So far, there hasn’t been a real commitment to improving the pay and support for the educators the Commissioner identifies as both highly professional and deeply committed.  We heard a lot about how important teachers were to the gains noted on this year’s TCAP’s.  What hasn’t been heard is how compensation and support will be improved to ensure Tennessee is attracting and keeping strong educators.  To be clear, it’s not just better pay, but more support and more resources that teachers need.

EDIT: Today (10/3/13) at 3:00 PM Central Time Haslam and Huffman announced a goal to make Tennessee the “fastest improving state when it comes to teacher salaries.”

More Huffman: “Too often we try to use gratitude as a substitution for compensation.” – is he reading as I write?

And he notes, “Tennessee ranks in the bottom 10 in terms of teacher compensation.”

It’s not clear what that means, exactly, but it should mean more than this.

And then, House Democratic Leader Craig Fitzhugh offers this response:

“Teachers in this state are overworked, underpaid, and deserve to be treated as professionals.

However, after listening to teachers across the state, we are increasingly convinced that Commissioner Huffman’s unproven, unreliable testing methods as a basis for teacher pay are hurting our public education system.

“….Basing teacher pay on scores, especially the scores of students they never teach, is going to further strain the system, lower morale, and detract from the progress we have made in Tennessee.”

For more on Tennessee education news, follow us @TNEdReport

 

 

Marshall County Joins the Revolution

We reported last week on Roane County’s School Board passing a resolution urging Gov. Haslam and the State Department of Education to slow down the pace of education reform, collaborate more with district leaders, and provide adequate funding to move schools forward.

Now, Marshall County is joining the fray.

It will be interesting to see how many districts pass similar resolutions before the start of the 2014 session of the General Assembly.

Even more telling will be how the respective legislative delegations respond.

Stay tuned to Tennessee Education Report and follow us @TNEdReport for more details.