The Nashville Public Education Foundation (NPEF) has been closely following Gov. Bill Lee’s proposed reform of the state’s school funding formula. Following the State of the State, NPEF has some questions about how Lee’s proposal will impact Nashville. Here are some highlights:
Will there be bi-partisan, transparent legislation that guides leaders across our state? Or will decisions be delegated to the Tennessee Department of Education or State Board of Education?
If a detailed law is not codified by the Tennessee General Assembly, how can we ensure that future changes to the formula are transparent and not made arbitrarily?
It’s possible Lee could ask the legislature to codify broad parameters for funding reform and leave the details to the rulemaking process. That could mean the public is not fully included in a transparent process.
Given Nashville’s considerably higher cost of living and the state’s low minimum requirement for teacher salaries, we already pay a much higher average teacher salary than the state requires. Because of this disparity, it’s unclear how Nashville teachers would benefit from any increase.
Governor Lee has given a nod to this challenge in his comments: “Historically, funds put into the salary pool don’t always make it to deserving teachers, and when we say teachers are getting a raise, there should be no bureaucratic workaround to prevent that. So in our updated funding formula, we will ensure that a teacher raise is a teacher raise.” (The Tennessean)Will these new teacher salary dollars simply raise an already low minimum state salary scale? If so, Nashville’s teachers will likely not see a substantial increase.
It’s worth noting here that the reason a “raise is not a raise” is because the state drastically underfunds the number of teachers needed to fully staff schools. This means state salary pool dollars must stretch to cover needed positions and less money is left for raises. Unless Lee’s new formula adds between 7000-10,000 new teachers, any increase in teacher salary money will come up short when (or if) it hits paychecks.
In his State of the State Address, Gov. Bill Lee had this to say about funds he’s dedicating to teacher compensation:
We should raise teacher pay this year by $125 million, which is a well-deserved increase into the teacher salary pool.
Historically, funds put in the salary pool don’t always make it to deserving teachers. When we say teachers are getting a raise, there should be no bureaucratic workaround to prevent that.
This statement implies that there is some sort of trickery going on at the local level to divert state dollars intended for teacher pay. It’s deflection and blame-shifting. The reality is that the state underfunds teaching positions. By a lot.
In fact, as Lee surely knows, the Tennessee Advisory Commission on Intergovernmental Relations (TACIR) issued a report suggesting the state underfunds schools by $1.7 billion.
That report noted:
“In fiscal year 2018-19, the BEP funding formula generated a total of 62,888 licensed instructional positions, but school systems employed a total of 69,633 with state and local revenue.”
“Although the changes made in 1992 and since have resulted in substantial increases in funding to support the BEP, meeting local needs and the requirements imposed by the state and federal governments often requires more resources than the BEP funding formula alone provides. Consequently, state and local funding in fiscal year 2017-18 totaled $2.1 billion over and above what was required by the BEP formula, including a total of $1.7 billion in local revenue.”
In other words, Lee knows that adding $125 million to teacher compensation WITHOUT also increasing the total number of positions funded means that money won’t result in a meaningful raise for current teachers. Instead, districts will use the teacher compensation money to fund positions NOT contemplated by the current formula.
So, here’s the real question: Will Lee’s proposed new formula result in the addition of 7,000-10,000 MORE teachers?
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The following post is a submitted guest column by Greg O’Loughlin
Last Saturday, some teacher friends and I were having lunch, and the conversation turned to the conditions required for students to trust their teachers with questions about racism, equity, and justice.
One of the teachers was recounting a recent experience with some of her students who were discussing the use of a racial epithet by some other students. Some were quoting recent headlines and others were using it in full while questioning appropriate usage. It sounded very much like kids playing with fire – it was dangerous, potentially harmful, and if things got out of hand, there was the risk that people would be hurt. Lines were crossed and confusion was leading to injury, so they came to this teacher seeking some help and guidance.
She shared the details of the conversation she facilitated with them, in between classes, in the hallway, then later in the day for some follow up. It was tricky and sensitive, and it worked – everyone involved in the conversation reported leaving it with a better understanding of the risks, the consequences, and the humanity involved.
A member of our party asked, “How did those students know that they could trust you with questions like that? Why did they know that they could turn to an older White lady with questions about the N-word? I don’t think I would have trusted a teacher with a question that was so full of emotion and vulnerability.”
The teacher reflected for a moment and said, “I think it’s because I’ve been in that school for so long. I taught their older brothers, and I’ve taught so many siblings, I guess I have a reputation as being trustworthy and safe and engaged in the work of exploring topics like that one. I know all the families, and they know me. We don’t always see eye to eye but we feel connected and like we’re part of the larger community, and we trust one another.”
She was trusted because she had spent countless hours investing in the community building and relationship building that is essential to effective teaching and learning.
That’s not something that’s covered in most analysis and discussion of teaching and teachers. Teachers are leaving at unprecedented rates and the harm this is causing in our communities cannot be addressed by simply replacing them.
Recent news about the growth of a program that will bring new teachers into the profession is welcome. Teachers have been sounding the alarm for far too long about the need for more adults in the building and more teachers in classrooms, and it’s good to see people in positions around the state deciding to do something about that. But who will be on the faculties of the schools when these new teachers arrive for the first day of school?
Will these new teachers arrive at school buildings where the majority of the faculty know the families, the siblings, and surrounding community? Or will these new teachers arrive at schools with dozens of other new teachers, lacking the relationships that are essential for effective teaching and learning?
A study by the University of Pennsylvania found that in 1987-1988, the average American teacher had approximately 15 years of experience in the classroom. By 2016, the average was less than 3 years. Nearly 50% of new teachers quit teaching in the first 5 years in the classroom. The kinds of relationships my friend described as being essential to her ability to connect with her students and their families take time. Learning takes time. Community building takes time. If we can’t keep teachers in the classroom, we are not providing them or their students with the necessary components of teaching and learning.
It’s a good idea to hire more teachers, and plans for how to do so are clear, celebrated, and well funded. Teachers in the classroom now deserve at least the same. A failure to address the specific needs of teachers is a failure to support the students. Bringing thousands of new teachers to a system that does not effectively support current teachers with well-defined and effective retention efforts is a short-sighted idea that could prove to be more harmful than good.
Let’s be sure that our most creative and concerted efforts are oriented toward retaining teachers. It’s what EdCo does, and we know it makes a difference in the lives of teachers, students, and communities.
Greg O’Loughlin, Founder and Director of The Educators’ Cooperative, a nonprofit based in Nashville that supports ALL educators with workshops and resources that result in longer, healthier, and more effective careers in the classroom.
Last night, Gov. Bill Lee delivered his State of the State Address and revealed at least some details related to school funding formula reform. Of note is the promise to increase state investment in public schools by $1 billion effective in the 2024 fiscal year and contingent on a new funding formula. This year, teachers will see $125 million in new money for salaries, which equates to a roughly 5% pay raise – or, at least a 5% increase in what is provided to local government for teacher compensation. Effectively, this will result in a salary increase of 2-3%.
$1 billion in new money is long overdue. It’s also about half of what the state needs to adequately fund public schools. Depending on how it is distributed in any new formula, it could amount to little in terms of significant improvement. Then again, it very well could be the start of something positive. Those who watch Tennessee education policy over time (like me) are likely skeptical. As always, the devil is in the details.
In fact, Tennessee Education Association President Beth Brown issued a statement on the proposal:
“Any increase in K12 spending is a step in the right direction. TEA is eager to see more details on the $1 billion in new recurring spending on public education Gov. Lee announced in his State of the State address. It is a needed and warranted increase, but we do not yet see that reflected in the budget document released today.
Our students and educators are struggling right now because of a lack of resources. State leaders must stop stuffing cash into mattresses while students go without materials and programs they need for a quality education and underpaid educators are asked to do the job of six people while also buying their own classroom supplies.
It does not have to be this way and we are hopeful the governor’s remarks tonight indicate a shift from the chronic underfunding that has plagued public education in our state. Tennessee can afford a significant increase in recurring investment in our students, educators and public schools immediately, without raising taxes.”
If the $1 billion does materialize, it should be noted that not only is it significantly less than what is needed, but also that our state has the funds ($3 billion+ surplus) to fully close the funding gap. That Lee is not proposing $2 billion in more in funding when that money is absolutely available may well indicate that our state will continue its historic pattern of underfunded public schools.
The Wall Street Journalreports that the current teacher shortage is occurring at the same time private sector businesses are eager to hire new employees. That is, teachers are done with teaching and there are plenty of opportunities for them to land new jobs.
The rate of people quitting jobs in educational services rose more than in any other industry in 2021, according to federal data. Many of those are teachers exhausted from toggling between online and classroom teaching instruction, shifting Covid-19 protocols and dealing with challenging students, parents and administrators.
Quits in the educational services sector rose 148% in that time frame, while quits in states and local education rose 40%, according to federal data. By comparison, quits in retail trade rose 27% in the same time frame. According to LinkedIn, the share of teachers on the site who left for a new career increased by 62% last year.
In states like Tennessee, it’s no mystery why teachers are leaving. The pay is not great and the demands are ever-increasing.
It will be interesting to see what happens in the days following Gov. Bill Lee’s State of the State. Will there be new investment in public schools? Will the state take action to stem the tide of Tennessee teachers leaving the field?
The Tennessee Public Education Coalition and Pastors for Tennessee’s Children have an OpEd out explaining how Gov. Bill Lee’s lack of action on school funding means a tax increase for Tennessee families.
In the piece, the two groups repeat a familiar refrain: Tennessee schools are underfunded by $1.7 billion. Then, they note what that means for Tennessee families and communities:
a Tennessee family of four, on average, pays over $1,000 a year in additional local taxes to offset the state’s ongoing underfunding of K-12 education
Even with those local funds, Tennessee spends $4,300 less per student than the national average.
Lee’s reliance on local property tax revenue to fund schools is not surprising given his 2018 campaign based on privatizing public education. What should have county commissions and school boards screaming, though, is that our state is sitting on a giant surplus.
The two groups also explain why the current formula comes up short:
For instance, the BEP does not provide enough to cover teacher pay. TACIR and the Comptroller have pointed out that the BEP does not fund the actual number of teachers required for state-mandated class sizes leaving approximately 11,000 Tennessee teachers to be covered exclusively by local taxpayers, with no state contribution.
In addition, the BEP Review Committee, which provides lawmakers with a list of funding deficiencies every year, reports that the 2021 average Tennessee teacher salary was $55,917, but the BEP funds only $48,330 per teacher, resulting in a $7,587 gap in state funding per teacher.
This means local taxpayers cover both the cost of an additional 11,000 teachers outside the BEP, and the $7,587 shortage in funding per teacher.
Tennessee is NOT investing in teachers – the essential component of public education. There are not enough teachers to meet local needs and the funds from the state fail to provide adequate salaries. This begins to explain the current teacher shortage crisis.
While districts and public education advocates continue to highlight the unfairness and inadequacy of the current system, Lee is busy giving huge raises to corrections officers – sure, that’s a pay raise that’s needed, but it leaves teachers behind.
The current state minimum salary schedule for teachers sets the minimum salary for a Tennessee teacher at $38,000.
A Tennessee teacher with a bachelor’s degree would need to work for 10 years in order to achieve a mandated minimum salary above $44,000.
Now, however, brand new correctional officers will earn more than teachers with 10 years of experience. Yes, corrections officers deserve a raise.
Your taxes are higher to pay for Bill Lee’s refusal to invest in schools. Schools can’t find or keep teachers because Bill Lee refuses to use a $3 billion+ budget surplus to invest in schools. Bill Lee’s campaign in 2018 promised privatization paid for by local taxes – on this, he’s delivered.
For more on education politics and policy in Tennessee, follow @TNEdReport
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The Tennessee Hollerreports that the McMinn County School Board voted to ban the Pulitzer-winning graphic novel “Maus.” Here’s more from the Holler’s Twitter feed and from related tweets:
NEW: The MCMINN COUNTY school board has just BANNED “MAUS”, the Pulitzer-winning graphic novel about the Holocaust — citing 8 curse words and an illustration of a woman that was objected to, with a 10-0 vote. https://t.co/QytgY3CJ5v
Fox 17 in Nashville reports that the state’s Achievement School District (ASD) has been a $1 billion failed experiment.
Four Tennessee schools are now returning to local control after getting taken over by the state ten years ago. The Memphis-area schools were brought into the Achievement School District with the promise from state leaders to turn things around.
The latest data from the Department of Education shows each of the four schools report less than five percent of students performing at grade level. ASD as a whole reports just 4.5 percent of students performing at grade level.
That’s lower than Shelby County schools, with 11 percent of students testing at grade level.
Just to be clear: The state started the ASD with the idea of taking schools on the priority list – schools from the bottom 5 percent in the state in terms of student achievement – and moving them into the top 25%. Most of the schools came from Shelby County. However, after a decade, the ASD schools are still NOT out of the bottom 5 percent – and are performing at a lower rate than schools in their home district.
In 2020, New York City math teacher and popular blogger Gary Rubinstein, who tracked the ASD from its inception, reported the ASD’s “initial promise” to take over the bottom 5 percent of schools and “catapult them into the top 25 percent in five years” had “completely failed . . . . Chris Barbic resigned, Kevin Huffman resigned, Barbic’s replacement resigned. Of the thirty schools, they nearly all stayed in the bottom 5 percent except a few that catapulted into the bottom 10 percent.”
When Barbic resigned after just a few years on the job, Chalkbeatreported, he “offered a dim prognosis” on the fate of the ASD. “As a charter school founder, I did my fair share of chest pounding over great results,” he wrote. “I’ve learned that getting these same results in a zoned neighborhood school environment is much harder.”
Despite the repeated failings of the ASD, Gov. Bill Lee pumped another $25 million into the district this fiscal year, Fox 17 reports.
Last night, the Williamson County School Board unanimously approved a mid-year pay raise for teachers and staff. If approved by the County Commission, teachers will receive a 3% raise and hourly staff will see a $1/hour pay increase, effective January 31st. The unusual move of raising pay for teachers and staff mid-year is happening because of severe teacher and staff shortages. The district currently has 71 teaching openings.
Williamson Strong live-tweeted the meeting and provided the key stats:
Golden says the pool of teacher candidates of shrunk. As of last week, we had 71 open teacher positions.
Vickie Hall, Assistant Superintendent of Human Resources: 560 teachers were hired between Jan 1 and Dec 31, and we have had an increased number of separations: 529 separations in 2021. That is an increase from 2019 when we had 380.
The move is also happening while Gov. Bill Lee and state policymakers examine Tennessee’s school funding formula. So far, that has not resulted in a serious discussion about dramatically raising teacher pay. In fact, this story highlights the level of priority placed on teacher pay in the state:
The current state minimum salary schedule for teachers sets the minimum salary for a Tennessee teacher at $38,000.
A Tennessee teacher with a bachelor’s degree would need to work for 10 years in order to achieve a mandated minimum salary above $44,000.
Now, however, brand new correctional officers will earn more than teachers with 10 years of experience. Yes, corrections officers deserve a raise.
It will be interesting to see what districts across the state do in 2022-23 and beyond to improve salary and working conditions for teachers and if the state’s new funding formula provides any help in this arena.
Tennessee consistently receives low grades when it comes to investment in public education. Year after year, Tennessee ranks between 44th-46th in total investment in schools and our state also typically earns among the lowest grades in the nation when it comes to funding effort.
I mean, our neighbors in Kentucky far outpace us when it comes to investment in schools – and, this investment gets results when it comes to student achievement.
Tennessee Education Association President Beth Brown points out the significance of this disparity in a recent email to educators. In it, she notes:
“It’s not about how the funds are divided, it’s about how many state dollars are put into education,” said TEA President Beth Brown. “To get to the Kentucky level of school funding, Tennessee needs $3 billion added to the state education budget.”
That’s just embarrassing. Here’s the thing: Tennessee can afford to do much better. In fact, we have a huge surplus. This means we can invest in schools without raising taxes. A boost of billions of dollars in state money for public schools would also have the benefit of helping to keep local property taxes low.
As the BEP reform discussion heats up, remember that any reform that fails to include significant new funding – in the billions of dollars – is not going to make a serious change in education in our state. We’re at least $1.7 billion behind where we should be according to state analysts. We’re $3 billion behind Kentucky. The overall formula is not the real problem – a huge lack of investment is the real problem.
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For more on education politics and policy in Tennessee, follow @TNEdReport
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