First things first, what’s the problem we’re trying to fix? Arne Duncan, as a high-profile representative of conventional wisdom, would probably answer this way. “The problem is motivating teachers to work harder so that we can close the achievement gap between more and less wealthy students, improve graduation rates, and hold off our traditional economic rivals, Japan and Germany, and our emerging ones, India and China.”
So here are the assumptions: 1) teachers don’t work hard; 2) because teachers don’t work hard, we have a pernicious achievement gap; 3) schools exist to help us maintain our relative advantage in the global economic race.
Conventional wisdom suggests teachers don’t work hard because their pay is predetermined based upon their educational credentials and years of service. That combined with tenure translates into educational malaise. This is a deeply held view by many Americans who view business model principles as immutable.
Business model peeps reason schools are like car dealerships and fast food restaurants. There’s no point being sentimental about shuttered dealerships and restaurants because they are a natural byproduct of intense free market competition. Keep your consumer eyes on the prize, a wide choice of affordable, high quality cars/food.
If unfettered competition is the economic magic bullet, no reason it can’t be the educational one too. Schools in a given locale don’t fear one another enough nor do teachers within individual schools. The proliferation of student test scores enable us to keep score between schools and teachers within individual schools.
Before I proceed, is that the problem merit-based teacher pay is supposed to fix?