Failure New Mexico Standardized Testing Teacher Evaluations Teachers VAM (value-added modeling)

File This in the Department of “Some People Never Learn”

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Say this for Eric Hanushek: He never gives up on his obsession with paying teachers more if their students get higher test scores. Arne Duncan built this concept into the requirements of his disastrous Race to the Top” program, which caused almost every state to adopt a teacher evaluation plan in which student test scores played a significant role. Harvard economist Raj Chetty wtote a highly-publicized paper with two colleagues, claiming that one good teacher (who raised test scores in the early grades) would raise lifetime incomes (by about $5 a week), reduce pregnancies, and be a life-changer. President Obama cited Chetty in his 2012 State of the Union address, but efforts to turn the theory into reality fell flat. (Read more about this catastrophe in SLAYING GOLIATH.) In fact, every state that imposed value-added measurement learned that it discouraged teachers from teaching in high-needs schools, where their chance of getting a big test score gain was reduced. It did not produce any of the promised benefits.

But forget about reality! Let’s stand by the theory. Hanushek’s new venture at the conservative Hoover Institution is joined by Christopher Ruszkowski, who served as Commissioner of Education in New Mexico after the resignation of Hanna Skandera (who previously worked for the Hoover Institution, Jeb Bush and Arnold Schwarzenegger). After eights years of “reform” leadership, New Mexico remained mired at the bottom of NAEP. The state had a harsh, test-based teacher evaluation plan, but the union fought it in court, it was enjoined by a judge, and the New Democratic Governor scrapped it as one of her first executive actions. New Mexico has one of the highest proportions of students living in poverty, but Republican state leaders ignored that inconvenient fact. After a decade of consistent failure, we can safely put test-based teacher evaluation into the category of a Zombie idea. Dead but still stalking the land.

 

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FOR IMMEDIATE RELEASE

CONTACT:

Hoover Institution, Jeff Marschner, (202) 760-3200

NEWLY FORMED HOOVER EDUCATION SUCCESS INITIATIVE RELEASES PAPER ON TRANSFORMING TEACHER COMPENSATION

Four education policy papers to be released in 2020—addressing how states should consider transforming education in the decade ahead.

STANFORD, CA. (January 30th) – As state legislative sessions begin around the country, the Hoover Education Success Initiative (HESI), a new research program at Stanford University’s Hoover Institution, has released “The Unavoidable: Tomorrow’s Teacher Compensation”—a policy briefing on the important connections between teacher compensation systems and student achievement outcomes. The research-based policy paper includes both a summary of findings and practical recommendations for policymakers.

The paper highlights often overlooked areas for attention including shifting overall compensation from retirement into salaries, ending the practice of paying for advanced degrees that do not yield changes in student outcomes, addressing teacher shortages in a targeted fashion instead of generally, and paying teachers more when they are effective in higher-need schools.  The paper concludes that teachers’ salaries should be significantly increased, but that students will not make achievement gains unless salaries are also linked to teacher quality.

“We need to pay teachers competitively, which we are not doing now,” said Dr. Eric Hanushek, author of the policy synthesis. “But just increasing compensation without recognizing teacher effectiveness is unlikely to lead to improved student outcomes. We should bundle together better pay with a serious recognition of just how important effective teachers are when it comes to influencing student achievement.”

“While we have spent much of the last year reviewing and synthesizing the research, the next phase of our work turns to helping states implement the policy ideas,” said Christopher N. Ruszkowski, executive director of HESI. “There is overwhelming evidence that nothing matters more than teacher quality, and state legislatures and governors should take strong action. Neglecting this responsibility causes harm to our students that may not be immediately visible today but will certainly be reflected in our students’ lives and in our economy tomorrow.  It’s a tough issue and it may feel like something we can avoid, but it will catch up with us.”

Click here to read the policy analysis brief.

About the Hoover Education Success Initiative

With passage in 2015 of the Every Student Succeeds Act (ESSA), states are again in charge of American education policy. To support them in this undertaking, the Hoover Education Success Initiative (HESI), launched in 2019, seeks to provide state education leaders with policy recommendations that are based upon sound research and analysis.  HESI hosts workshops and policy symposia on high-impact areas related to the improvement and reinvention of the US education system. The findings and recommendations in each area are outlined in concise topical papers.

The leadership team at HESI engages with its Practitioner Council, formed of national policy leaders, and with interested state government leaders. HESI’s ultimate goal is to spark innovation and contribute to the ongoing transformation of the nation’s K-12 education landscape, thus improving outcomes for our nation’s children.

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Jeff Marschner

Director of Media Relations

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