The Wages of Teaching
By Anna Quindlen
By Anna Quindlen
A couple of years ago I spent the day at an elementary school in New Jersey. It was a nice average school, a square and solid building with that patented classroom aroma of disinfectant and chalk, chock-full of reasonably well-behaved kids from middle-class families. I handled three classes, and by the time I staggered out the door I wanted to lie down for the rest of the day.
Teaching's the toughest job there is. In his new memoir, "Teacher Man," Frank McCourt recalls telling his students, "Teaching is harder than working on docks and warehouses." Not to mention writing a column. I can stare off into the middle distance with my chin in my hand any time. But you go mentally south for five minutes in front of a class of fifth graders, and you are sunk.
The average new teacher today makes just under $30,000 a year, which may not look too bad for a twentysomething with no mortgage and no kids. But soon enough the newbies realize that they can make more money and not work anywhere near as hard elsewhere. After a lifetime of hearing the old legends about cushy hours and summer vacations, they figure out that early mornings are for students who need extra help, evenings are for test corrections and lesson plans, and weekends and summers are for second and even third jobs to try to pay the bills.
According to the Department of Education, one in every five teachers leaves after the first year, and almost twice as many leave within three. If any business had that rate of turnover, someone would do something smart and strategic to fix it. This isn't any business. It's the most important business around, the gardeners of the landscape of the human race.
Unfortunately, the current fashionable fixes for education take a page directly from the business playbook, and it's a terrible fit. Instead of simply acknowledging that starting salaries are woefully low and committing to increasing them and finding the money for reasonable recurring raises, pols have wasted decades obsessing about something called merit pay. It's a concept that works fine if you're making widgets, but kids aren't widgets, and good teaching isn't an assembly line.
McCourt's book is instructive. Early in his 30-year career, he's teaching at a vocational high school and realizes that his English students are never more inspired than when forging excuse notes from their parents. So McCourt assigns the class to write excuse notes, the results ranging "from a family epidemic of diarrhea to a sixteen-wheeler truck crashing into the house." Pens fly with extravagant lies. You can almost feel the imaginations kick in.
The point about tying teaching salaries to widget standards is that it's hard to figure out a useful way to measure the merit of what a really good teacher does. You can imagine the principal who would see McCourt's gambit as the work of a gifted teacher, and just as easily imagine the one who would find it unseemly. Tying raises to pass rates is a flagrant invitation to inflate student achievement. Tying them to standardized tests makes rote regurgitation the centerpiece of schools. Both are blind to the merit of teachers who shoulder the challenging work of educating those less able, more troubled, from homes where there are no pencils, no books, even no parents. A teacher whose Advanced Placement class sends everyone on to top-tier colleges; a teacher whose remedial-reading class finally gets through to some, but not all, of a student group that is failing. There is merit in both.
The National Education Association has been pushing for a minimum starting salary of $40,000 for all teachers. Why not? If these people can teach 6-year-olds to add and get adolescents to attend to algebra, surely we can do the math to get them a decent wage. Since the corporate world is the greatest, and richest, beneficiary of well-educated workers, maybe a national brain trust might be set up that would turn a tax on corporate profits into an endowment to raise teacher salaries. Maybe states and communities could also pass regulations with this simple proviso: no school administrator should ever receive a percentage raise greater than the raise teachers get. Neither should state legislators.
In recent years teacher salaries have grown, if they've grown at all, at a far slower rate than those of other professionals, often lagging behind inflation. Yet teachers should have the most powerful group of advocates in the nation: not their union, but we the people, their former students. I am a writer because of the encouragement of teachers. Surely most Americans must feel the same, that there were women and men who helped them levitate just a little above the commonplace expectations they had for themselves.
At the end of his book McCourt, who is preparing to leave teaching with the idea of living off his pension and maybe writing—and whose maiden effort, "Angela's Ashes," will win the Pulitzer—is giving advice to a young substitute. "You'll never know what you've done to, or for, the hundreds coming and going," he says. Yeah, but the hundreds know, the hundreds who are millions who are us. They made us. We owe them.
Newsweek Nov. 28, 2005
