Category Archives: Teacher Pay

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Bargain Prices on Teachers in Tennessee

Two years ago, I wrote about the teacher wage gap in Tennessee — the fact that teachers in Tennessee earned nearly 30% less than similarly prepared professionals. Now, the Economic Policy Institute has updated their study of teacher pay relative to other professions.

Guess what?

Tennessee teachers still come at bargain basement prices!

While there is some (slightly) encouraging news, the bottom line: Teacher pay in Tennessee is still not really improving relative to other professions.

This year’s results indicate a national average teacher pay gap of 23.8%. Tennessee’s gap is 27.3%. That’s an improvement of two points for Tennessee, which had a gap of 29.3% two years ago.

That said, Tennessee’s gap is still worse than the national average and among the worst in the Southeast.

Of 12 Southeastern states, Tennessee ranks 8th in teacher pay gap — that’s up one place from 9th two years ago.

Here are the numbers:

Mississippi                   18.9%

South Carolina            20.5%

West Virginia              21.2%

Louisiana                     23.5%

Arkansas                      24.3%

Kentucky                     24.6%

Florida                         25.7%

Tennessee              27.3%

Georgia                       29%

Alabama                     29.4%

Virginia                      33.6%

North Carolina         35.5%

 

Yes, the authors acknowledge that teacher benefit packages tend to be more generous than those offered other professionals. By their analysis, teachers have a benefits package that is a bit more than 7% more generous than similar professionals. The most expensive of these benefits is healthcare, followed by defined-benefit pensions.

Tennessee teacher healthcare benefits vary by district, but for the purpose of this discussion, we’ll assume that Tennessee teachers receive the national average benefits advantage.

Doing so means Tennessee teachers are still paid 20% less than similarly-trained professionals.

While some progress on this front is better than none at all, continuing down this road is not sustainable. Investing in teachers by providing compensation on par with other professions requiring similar education and training is essential to recruitment and retention.

Tennessee’s next Governor and the General Assembly sworn-in in January of 2019 should move past studying the issue and get to work finding long-term solutions to close this gap and pay our teachers the salaries they deserve.

 

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

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A Nashville Teacher Speaks Out

MNPS teacher Amanda Kail last night delivered a speech to the School Board detailing the needs of teachers in terms of compensation and support.

Here’s the full text of her remarks:

Good evening ladies and gentlemen of the board. My name is Amanda Kail, and I am an MNPS teacher.

I am here today as part of the #Red4Ed movement that began in West Virginia, and has since spread to Oklahoma, Kentucky, Arizona, and now Nashville. In our city, teachers across the district have joined together by wearing red on Tuesdays. We are doing this for 2 reasons: First, to show that we are united in our desire to see our district fully-funded, and second, because we are no longer content to sit back and donate our own money and time to subsidize what state and local officials won’t fund. So we plan to be at BOE and Metro Council meetings on Tuesdays, keeping track of votes and demanding change.

We find our current situation intolerable. Our district is ranked 12th in the state for average wages, yet we have one of the highest costs of living in the state. It takes a teacher with a Masters Degree 11 years to earn $50,000. We have lost vital staffing positions like the psychologists and social workers that keep our students OUT of the school-to-prison pipeline. Our schools are enduring painful cuts to the very resources and programs that support our students social-emotional well-being the most: arts and music, after school programs, and field trips. Maplewood needs its auto shop reopened.

I would also like to say that teachers not only have been subsidizing the district by donating our labor at sub-standard wages, we have been subsidizing the needs of our students and families. Like many teachers, I have fed, clothed, taken to the hospital, paid prison fees, and paid for the funerals of my students.

We say this is intolerable, but we are not content just to complain. We are here to demand change. Because by joining #Red4Ed, we join teachers across the country in becoming warriors for the dignity of our profession, and for the needs of our students and their families.

To that end, we are asking you to do what you can within the powers of your office.

The compensation committee will meet tomorrow to begin the process of recommending raises for teachers. We ask you to join us by making the work of the compensation committee a priority, and immediately begin working with Metro Council for a short-term plan for the 2019-20 budget to include 5% raises for faculty and staff, along with step raises, and a long-term plan to increase wages by a minimum of 5% every year until MNPS ranks in the top 50% of The Council of the Great City Schools. We also demand a revision to the salary schedule that allows teachers to reach competitive salaries in a reasonable amount of time.

Second, BOE shift priorities from increased pay for outside vendors and top administrators to affording the men and women on the ground who are actually doing the work of educating our city’s children (because honestly, right now the city can’t afford us).

Do right by Nashville’s families. Start the process to fully fund #ItCitySchools NOW.

 

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

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Graphs!

I’ve written a lot about school funding and teacher pay in Tennessee. About how our state pays teachers at a discount rate and hasn’t really been improving that much.

Now, I’ve found a couple of helpful graphs to demonstrate that in spite of all the rhetoric you might hear from Governor Haslam and some legislators, Tennessee still has a long way to go in order to be making proper investments in our schools.

First, we’ll look at per pupil spending in inflation-adjusted (2016) dollars:

To translate, in 2010 (the year before Bill Haslam became Governor), Tennessee spent an average of $8877 per student in 2016 dollars. In 2016 (the most recent data cited), that total was $8810. So, we’re effectively spending slightly less per student now than in 2010. The graph indicates that Tennessee spending per student isn’t really growing, instead it is stagnating. Further evidence can be found in noting that in 2014, Tennessee ranked 43rd in the nation in spending per student. In 2015, that ranking dropped to 44th. 2016? Still 44th.

Here’s the graph that shows per pupil spending by state for 2016:

Tennessee is near the bottom. The data shows we’re not improving. At least not faster than other states. I’ve written about how we’re not the fastest-improving in teacher pay, in spite of Bill Haslam’s promise to make it so:

Average teacher salaries in the United States improved by about 4% from the Haslam Promise until this year. Average teacher salaries in Tennessee improved by just under 2% over the same time period. So, since Bill Haslam promised teachers we’d be the fastest improving in teacher pay, we’ve actually been improving at a rate that’s half the national average. No, we’re not the slowest improving state in teacher pay, but we’re also not even improving at the average rate.

School spending doesn’t happen in a vacuum — it’s not like when Tennessee spends, other states stop. So, to catch up, we have to do more. Or, we have to decide that remaining 43rd or 44th in investment per student is where we should be.

 

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


 

 

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Mike’s Misnomer

State Representative Mike Sparks feels like Tennessee teachers are adequately paid. In fact, he’s so sure of this fact, he wants a website to demonstrate the generous pay teachers in our state receive.

Michelle Willard in the Murfreesboro Voice has more:

“It seems like there’s a misnomer out there that teachers are very low paid,” Sparks said at the State House Education and Planning Subcommittee

Sparks was promoting a bill to require teacher salaries to be posted online.

Here’s the thing: Districts already post pay scales online.

Also, the state sets minimum pay standards — and they are, in fact, pretty low. The current state pay scale indicates a teacher with a bachelor’s degree and no experience must earn a starting salary of at least $33,745. Put in 10 years and your minimum jumps up to $40,595. And, that’s it! If you have a bachelor’s degree and 10 or more years of experience, your district is not required to pay you anymore than just over $40,000.

Now, most districts offer pay that exceeds the state minimum. In some cases, though, it’s not by much. Further, the state’s BEP Review Committee (the group that studies and reports on the school funding formula) notes a pretty steady gap of around 40% between the highest and lowest paying districts in the state.

When that gap hit 45% percent back in the early 2000s, the Tennessee Supreme Court ruled that school funding in our state was unconstitutional because it was not substantially equal across districts.

Sparks is also apparently not concerned that Tennessee teachers earn about 30% less than comparably educated professionals. He would do well to take some time and understand the deeper issues in our state’s funding formula — namely, that it’s not exactly adequate and that it continues to foster inequality across districts.

Instead of seeking solutions, Sparks wants to let Tennesseans in on the secret of just how much teachers are paid. Those of us actually paying attention already know – it’s not nearly enough and it’s not getting better.

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


 

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Listen to the Money Talk

Does basing teacher evaluation on student test scores get results that impact student outcomes?

No.

That’s the conclusion from a years-long study funded by the Gates Foundation that included Memphis/Shelby County Schools.

Education Week reports:

The Bill & Melinda Gates Foundation’s multi-million-dollar, multi-year effort aimed at making teachers more effective largely fell short of its goal to increase student achievement—including among low-income and minority students, a new study found.

Under its intensive partnerships for effective teaching program, the Gates Foundation gave grants to three large school districts—Memphis, Tenn. (which merged with Shelby County during the course of the initiative); Pittsburgh; and Hillsborough County, Fla.—and to one charter school consortium in California starting in the 2009-10 school year. The foundation poured $212 million into these partnerships over about six years, and the districts put up matching funds. The total cost of the initiative was $575 million.

The school sites agreed to design new teacher-evaluation systems that incorporated classroom-observation rubrics and a measure of growth in student achievement. They also agreed to offer individualized professional development based on teachers’ evaluation results, and to revamp recruitment, hiring, and placement. Schools also implemented new career pathways for effective teachers and awarded teachers with bonuses for good performance.

During the course of this failed experiment, Tennessee as a state also implemented the TEAM evaluation system and encouraged districts to offer merit pay schemes to teachers. Additionally, the state used a turnaround strategy for “low-performing” schools known as the Achievement School District. Data released after five years of that project indicates it has made essentially no impact on student outcomes.

Also, for the past four years, Tennessee has been attempting to administer TNReady — to no avail.

Tennessee policymakers are spending millions on education experiments that have yielded no results.

Here’s one thing that hasn’t changed: In 2010, Tennessee was ranked 45th in investment in education per student. In 2017, we’d improved — all the way up to 43rd.

Instead of directing funds to experiments that end up not doing much of anything, perhaps we should be investing our dollars in our schools and teachers. Then, we should also try the one thing we haven’t: Dramatically increasing our per pupil investment in schools.

Tennessee should be funding excellent teacher pay instead of trying to get and keep teachers at discount rates.

Tennessee should be investing in school buildings, to ensure all students have a safe, excellent environment in which to learn.

If Tennessee really wants to turn the tide, we ought to invest like it — ask teachers what they need to be successful and put our money there. For too long, education reform has been something “done to” teachers instead of done with them.

Here’s what we don’t need: Another round of expensive experiments that will leave our students and schools right where we started – behind.

We can do better — we know the answer. Does Tennessee have the political will to make lasting change for our schools through sustained investment in the people that make them work?

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

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Outlier

Statisticians define an outlier as an observation point that is distant from other observations in a statistical analysis. Often, this occurs by chance. Additional modeling or deeper analysis (including more data, for example, or a longer range of data) can often correct for this. Outliers that are not the result of measurement error are often excluded from analysis about a data set.

Today, the 2017 results from the National Assessment of Educational Progress (NAEP) were released. This release made me think of a particular outlier.

Back in 2013, Tennessee demonstrated what some heralded as an incredible achievement on the NAEP. In fact, a press release from Governor Haslam at the time noted:

Gov. Bill Haslam today announced that Tennessee had the largest academic growth on the 2013 National Assessment of Educational Progress (NAEP) of any state, making Tennessee the fastest improving state in the nation. (emphasis added)

Those words — “fastest improving state in the nation” — have been uttered by Haslam and many political leaders in our state for years now. Often, this 2013 “success” is used as justification for “keeping our foot on the gas” and continuing an aggressive agenda of test-based accountability and teacher evaluation based on methods lacking validity.

Here’s what I wrote back in 2013 when these results were released:

Yes, Tennessee should celebrate its growth.  But policymakers should use caution when seeing the results from the last 2 years as a validation of any particular policy.  Long-term trends indicate that big gains are usually followed by steady maintenance. And, even with the improvement, Tennessee has a long way to go to be competitive with our peers. Additionally, education leaders should be concerned about the troubling widening of the rich/poor achievement gap  – an outcome at odds with stated policy goals and the fundamental principle of equal opportunity.

Two years later, when the 2015 results were released, I noted:

This year’s scores, in which Tennessee remained steady relative to the 2013 scores suggest, if anything, that the 2013 jump was likely an outlier. Had the 2013 gains been followed by gains in 2015 and again in 2017, more could be suggested. And frankly, it is my hope that we see gains (especially in reading) in 2017. But, it’s problematic to suggest that any specific reform or set of reforms caused the one-time jump we saw in 2013. Saying we are the fastest improving state in the nation over the last 4 years when we only saw a jump in 2013 is like saying we started the first quarter of a football game way behind, scored a bunch in the second quarter, (so we’re not as far behind), and then scored the same number of points in the third quarter. The result is we’re still behind and still have a long way to go.

Fast forward to today. The leveling off I suggested was likely back in 2013 has happened. In fact, take a look at this chart put out by the Tennessee Department of Education:

First, notice that between 2009 and 2011, Tennessee saw drops in 4th and 8th grade reading and 8th grade math. That helps explain the “big gains” seen in 2013. Next, note that in 4th and 8th grade reading and 4th grade math, our 2017 scores are lower than the 2013 scores. There’s that leveling off I suggested was likely. Finally, note that in 4th and 8th grade reading, the 2017 scores are very close to the 2009 scores. So much for “fastest-improving.”

Tennessee is four points below the national average in both 4th and 8th grade math. When it comes to reading, we are 3 points behind the national average in 4th grade and 5 points behind in 8th grade.

All of this to say: You can’t say you’re the fastest-improving state on NAEP based on one testing cycle. You also shouldn’t make long-term policy decisions based on seemingly fabulous results in one testing cycle. Since 2013, Tennessee has doubled down on reforms with what now appears to be little positive result. Instead, as Rep. Jeremy Faison said recently, our policies are “driving teachers crazy.”

Oh, and that new TNReady test has so far not been very ready.

But what about the good policy coming from this? You know, like Governor Haslam’s plan to make Tennessee the “fastest-improving state in teacher pay?”

About that:

Average teacher salaries in the United States improved by about 4% from the Haslam Promise until this year. Average teacher salaries in Tennessee improved by just under 2% over the same time period. So, since Bill Haslam promised teachers we’d be the fastest improving in teacher pay, we’ve actually been improving at a rate that’s half the national average. No, we’re not the slowest improving state in teacher pay, but we’re also not even improving at the average rate.

Surely, though, all this focus on education since the NAEP buzz has meant meaningful investment in schools, right? Well, no:

Tennessee earns a grade of F when it comes to funding effort compared to funding ability. The researchers looked at Gross State Product and Personal Income data in order to determine a state’s funding ability then looked at dollars spent per $1000 (in either GSP or Personal Income) to determine effort. Tennessee spends $29 on schools for every $1000 generated in Gross State Product. When it comes to Personal Income, Tennessee spends just $33 per $1000 of average personal income. That’s a rank of 42 in both.

Then, the report looks at wage competitiveness — how much teachers earn relative to similarly-educated professionals. I’ve written about this before, and Tennessee typically doesn’t do well in this regard.

Maybe we’ve taken a minute to get serious about investing in programs targeting struggling students? Also, no:

One possible solution would be to embed funding for school-level RTI2 specialists in the state’s funding formula for schools, the BEP. In fact, Rep. Joe Pitts offered legislation that would do just that last year. His plan would have added funding for three RTI2 specialists at each school for a total projected cost of $167 million. Commissioner McQueen was quick to shoot that idea down and came back this year with the funding proposal of $13 million, or one specialist per district. That’s only $154 million short of adopting a plan that would actually meet the needs of a program many suggest is an important way to improve educational outcomes for Tennessee students.

Maybe we are closing achievement gaps? Again, no.

Back in 2013, Tennessee students eligible for free/reduced lunch had an average NAEP reading score of 256 and scored 20 points below the non-eligible students. Now, that average score is 252 (four points worse) and 19 points below. For 4th grade, there’s a similar story, with free/reduced lunch eligible students scoring 25 points below their non-eligible peers this year. Four years ago, it was 26 points.

We’re not moving the needle. Our most vulnerable students continue to be left behind. Meanwhile, we hear nice words from top policymakers and see little actual result in terms of tangible improved investment in schools or any meaningful upgrade in teacher pay. Our testing system has yet to be proven.

Maybe now Tennessee policymakers will stop repeating the “fastest-improving” line and start doing the actual work of investing in and supporting our schools.

In any case, the next time you hear someone spout off that tired “fastest-improving” line, just yell back: OUTLIER!

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


 

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Personally

It’s that time of year again. The time when the Tennessee Department of Education asks teachers for feedback so they can compile it and put into pretty graphs and ignore absolutely all of the responses.

Well, one teacher from Sumner County received an email about having not yet responded. Here it is:

My name is Isaiah Bailey, and I am part of a team working to amplify educators’ voices through various means, including the annual Tennessee Educator Survey. I consider it an honor to be so deeply engaged with advancing the interests of Tennessee educators, and look forward to continuing this work.

I have included your personalized Tennessee Educator Survey link here. I understand that you may have been asked to complete various other surveys around this time of year, and I apologize for any confusion this may have caused. Please note that this is the same survey for which you received an invitation from the Tennessee Education Research Alliance.

More than 31,000 educators around the state have already shared their thoughts on various issues including school climate, testing, professional learning, and more via this year’s survey. But given that the current teacher participation rate for Sumner County is 38 percent, it feels especially important that this survey incorporate more of the perspectives that only you and your colleagues in Sumner County can speak to.

At the same time, the current teacher participation rate for your school is 34%. If your school reaches at least 67 percent by the end of the day tomorrow, your staff will become eligible for a drawing that will award several grants of $500 to be used toward staff appreciation.

Please let me know if you have any questions.

Since Mr. Bailey asked, this teacher responded:

Isaiah,
Thank you for personally reaching out. I have some thoughts I’d like to share.
First, as a veteran educator, I’m familiar with the adage that “students don’t care how much you know until they know how much you care.”
You are correct, I have not responded to the state’s survey. Your email indicates that a majority of my colleagues at my school and in my district have not responded, either.
Here’s why: The Tennessee Department of Education has demonstrated time and again that you don’t care.
Teachers speak out on testing, portfolios, RTI, adequate resources, and pay – and year after year we are ignored.
Teachers inquire about the validity of measures such as TVAAS and we are ignored.
Teachers clamor for schools staffed with guidance counselors and nurses to care for the children we teach, and we are ignored.
I’ve filled out this survey in the past, and nothing has changed.
Tennessee keeps building the plane while it is flying — this is unacceptable.
You asked for my personal perspective. Now, you have it.
I’d suggest you share it with your bosses, but I know that even if you did, nothing would change.
Now, I’ll go back to showing my students I care — about them, their interests, their futures.
It seems Mr. Bailey and the TDOE broke a key rule — don’t ask a question if you don’t actually want the answer.
For more on education politics and policy in Tennessee, follow @TNEdReport


 

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Volunteer Strike?

Nashville teacher Amanda Kail offers thoughts on the current national climate with teacher strikes or other actions in West Virginia, Kentucky, Oklahoma, and Arizona. She takes a moment to explain (from a teacher’s perspective) why this is happening and if it might happen in Tennessee.

Here are her posts:

If you are not a teacher, here are some things you might not know about why so many teachers are striking right now:

1. Most public employees, including teachers, have had their salaries frozen since 2008. In Nashville, step increases that are meant to keep up with inflation and encourage teachers to stick with the job were reintroduced only last year, and only then because MNEA stood up and fought for it. Even so, with the reintroduction of step raises (such as they are- in Nashville it takes a teacher with a MA 10 years to earn $50,000), teacher salaries are now barely above what they were 10 years ago, while cost of living and health care (because our legislature refused to expand medicaid) has sky-rocketed. In Oklahoma, many teachers were seeing the cost of their health insurance exceed their paycheck. This is why you are seeing teachers demand significant raises, not because we are greedy or want gold-plated glue sticks.

2. In states without strong teacher unions, state funding for public education has been continually slashed. In Oklahoma, many districts have been forced to go to a 4 day school week. Here in Nashville, a city with a booming economy that outpaces national averages, parents and teachers find themselves having to fight not only for school employee raises and basic supplies, but for funding school lunch programs and filters to remove lead from school drinking fountains. How can this be? Tennessee ranks 43rd in the nation for per pupil funding, and our state legislature which is so generous with its offers of guns and “In God We Trust” signs, only gives us about 60% of the money we are allocated in the state budget. So 60% of already drastically underfunded = hungry kids drinking leaded water in the “It City”. And guess who mostly makes up the difference for public school kids, who provides not only school supplies, but clothing, food, medical care, transportation, and even emergency housing? Teachers. Out of our own pockets. With our low and stagnant wages. This is why you are seeing teachers who have never attended a political rally before suddenly fighting so fiercely. We ARE doing it for the kids.

3. When teachers say we want “respect”, we don’t mean more cheap tchotchkes that say “we ❤ teachers”, or more politicians to say, “thank you for all you do for our kids blah blah blah”. We mean that we want evaluation systems that are fair. That we want our professionalism to not be measured by tests that are deeply flawed and poorly planned (TN’s state tests have had major problems 3 years in a row, including one year that the test had to be abandoned mid-session). That we want leaders who have proven themselves in the classroom first, not hatched out of some neoliberal think-tank dedicated to robbing public schools for the DeVosses of the world. That we want to have the time to design lessons, grade, and teach without interruption by more unfunded mandates. It means that teachers who choose to work with low income students, students with disabilities, and immigrants should have the time, resources, and even more importantly, the trust that we know what we are doing, so we can fill in the foundational skills our students need in order to grow so that they can function on grade level, or beyond! It means giving us class sizes and case loads that are manageable. It means that our districts should consult us as experts in the field on curriculum design and proper assessment before throwing away millions on more pre-packed crap that will end up collecting dust in the closet somewhere. It means valuing veteran teachers with teaching degrees from respected universities enough to pay competitive wages and offer paths to leadership. Seriously, you can keep the tchotchkes.

4. I’ve said it before, and I’ll say it again. Trust teachers. We are fighting not only for our own babies, but yours. We stand up for EVERY kid in our community, and we see first hand what happens when communities refuse to do the same. If we say there is a problem, we mean it. Support your local teacher union. Advocate for your neighborhood school. Question why the schools that serve mostly poor kids often look so neglected. Demand that the political candidate of your choice fight to support public schools. Vote like every kid in your state is depending on you. Teachers should not have to put our whole careers on the line to show how badly things have gotten, but we will. So listen. And join us.

On whether there may be strikes in Tennessee:

I have had several people ask me about the possibility of Nashville teachers going on strike. Here is what I will say: Sometimes a walk-out doesn’t look like a picket line. It looks like the 100 or so vacancies our district can’t fill. It looks like increasing numbers of teachers leaving in their first and second years. It looks like veteran teachers deciding to leave the career they loved because they can’t take anymore of the insanity and nonsense wrought by testing. It looks like unstaffed after-school programs because most teachers have to work second and third jobs. It looks like less and less experienced teachers in the classroom, because no one else will put up with it.

Every time a teacher leaves, the students of that teacher lose ground. I’ve seen classrooms become revolving doors of inexperienced and overwhelmed teachers, giving way to subs or overloading other classrooms. Our kids deserve better.

Here is the thing. Teachers really can’t go on like this, and we are having less and less to lose. I think it is HIGH time that the city of Nashville, not just Dr. Joseph and the BOE put school employee raises as a number one priority. The 2% “raise” we are currently being offered barely covers inflation. It still takes teachers with an MA 10 years to reach $50,000, at the same time the administrators at Bransford make more than our city’s mayor. Something has got to give.

 

 

Teachers, what are your thoughts?

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


 

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It City?

I wrote a post about teacher pay over at Strong Schools — a non-profit I co-founded to focus on school funding in Sumner County. On reflection, I thought it might be interesting to those following education issues in Nashville and surrounding counties.

The post takes a look at teacher pay in 11 middle Tennessee school systems (Nashville and systems directly around Nashville). I’ve written before about the problems Nashville has had recruiting and retaining teachers. More recently, MNPS has announced some budget challenges. TC Weber has more on the details of the MNPS budget.

The bottom line: Nashville is not exactly the “It City” for teachers in middle Tennessee when it comes to the best financial package for teachers.

Here’s the breakdown of teacher pay in those 11 middle Tennessee districts:

Franklin          $52,446

Lebanon         $52,013

Murfreesboro $51,429

Montgomery   $50,377

Davidson         $49,918

Williamson       $49,489

Rutherford       $49,065

Wilson              $47,900

Sumner             $45,013

Cheatham         $44,907

Robertson         $43,684

These figures represent average teacher salary as reported by the Tennessee Department of Education. Notice that Nashville is ranked 5th in average pay.

As part of the analysis, I also took a look at the issue of health insurance. That’s a significant benefit that can help overcome otherwise low pay. Here again, even with pay + insurance, Nashville ranks fifth:

Williamson        $61,512

Franklin            $60,707

Rutherford        $60,439

Montgomery    $59,964

Davidson          $59,154

Lebanon           $58,918

Murfreesboro   $57,337

Sumner             $55,999

Wilson              $54,515

Cheatham        $52,888

Robertson        $52,670

So, new teachers considering a teaching career in the Nashville area have four options just outside of the city where they can earn better overall compensation. The problem with compensation is compounded by a rapidly rising cost of living, pricing many teachers out of being able to live in Nashville.

Oh, and it is tough to the “It City” for teachers when other cities are already doing a much better job in terms of teacher pay.

Anyway, Nashville has a half billion dollar convention center that is very nice and will soon invest in a soccer stadium, which I’m sure will be awesome. Somehow, the city can’t figure out how to adequately compensate educators or even provide safe drinking water and lunch to students.

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


 

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F for Effort

Another day, another story about how Tennessee is failing to invest in schools.

The National Report Card on School Funding Fairness indicates Tennessee is not trying very hard (the rhetoric of Governor Bill Haslam notwithstanding).

The Report Card analyzes several indicators of school funding to determine how a state supports schools. The most basic is raw spending on schools. Here, Tennessee ranks 43rd in the nation. So, still near the bottom.

How does Tennessee distribute funding in high-poverty vs. low-poverty districts? Not great, but not terrible. The Report Card awards a grade of C and uses per pupil spending data to demonstrate that high-poverty districts (those with 30% or more of students on Free/Reduced Lunch) spend about 3% less than low-poverty districts. Of course, fairness would dictate that those high-poverty districts spend a bit more, but Tennessee is in the category of states doing an average job in this regard. Our state funding formula (the BEP) is supposed to ensure some level of equity, but the funding may not be enough in those districts lacking the resources to provide significant funds for schools.

Here’s the real problem: We’re not trying very hard to do better.

Tennessee earns a grade of F when it comes to funding effort compared to funding ability. The researchers looked at Gross State Product and Personal Income data in order to determine a state’s funding ability then looked at dollars spent per $1000 (in either GSP or Personal Income) to determine effort. Tennessee spends $29 on schools for every $1000 generated in Gross State Product. When it comes to Personal Income, Tennessee spends just $33 per $1000 of average personal income. That’s a rank of 42 in both.

Then, the report looks at wage competitiveness — how much teachers earn relative to similarly-educated professionals. I’ve written about this before, and Tennessee typically doesn’t do well in this regard.

According to the Report Card, Tennessee ranks 42nd in wage competitiveness, with teachers here earning 24% less on average than similarly-prepared professionals.

I noted recently that we’re also not doing much to improve teacher pay (again, despite Bill Haslam’s claims).

The good news: There’s an election this year. A chance for a new Governor and new members of the General Assembly to take a fresh look at education in 2019. Voters should ask those seeking these offices how they plan to improve Tennessee’s low rankings and move our state forward when it comes to public education. Clearly, we can’t pursue the same low dollar strategy we’ve been using.

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