Bridging Differences: Simplify Everything Else, Not Kids & Subject Matter:
"Dear Diane,
The absurdities you describe are on the mark and ought to kill the idea of paying teachers based on their students' test scores. But we both know the idea won't die that easily. Even the most renowned of testing experts argue that we're nowhere near being able to produce tests that can do the job of pay-by-score that folks want. I do wonder at times what 'they' think they are doing?
The trouble is that when I start down that path I see conspiracies everywhere—for example, that these schemes justify hiring inexperienced and low-paid teachers—who can do scripted test-prep as well as the next guy. It has the handy side effect of destroying solidarity which from a businessman's perspective (perhaps) is a good thing, and keeps teachers away from controversial subjects—and tightly aligned to the stuff being tested. It probably weakens unions. And finally, it paves the way for a marketplace system of schooling instead of a public one (which is then relabeled a bureaucratic monopolistic model). Of course, the latter can be true—and as you know I was an early champion of choice and increased school autonomy for just that reason—within the public sector."
"Dear Diane,
The absurdities you describe are on the mark and ought to kill the idea of paying teachers based on their students' test scores. But we both know the idea won't die that easily. Even the most renowned of testing experts argue that we're nowhere near being able to produce tests that can do the job of pay-by-score that folks want. I do wonder at times what 'they' think they are doing?
The trouble is that when I start down that path I see conspiracies everywhere—for example, that these schemes justify hiring inexperienced and low-paid teachers—who can do scripted test-prep as well as the next guy. It has the handy side effect of destroying solidarity which from a businessman's perspective (perhaps) is a good thing, and keeps teachers away from controversial subjects—and tightly aligned to the stuff being tested. It probably weakens unions. And finally, it paves the way for a marketplace system of schooling instead of a public one (which is then relabeled a bureaucratic monopolistic model). Of course, the latter can be true—and as you know I was an early champion of choice and increased school autonomy for just that reason—within the public sector."
