‘The Teacher Shortage’ Is No Accident—It’s the Result of Corporate Education Reform Policies

[eridani]

http://inthesetimes.com/working/entry/18344/the_teacher_shortage_isnt_an_accidentits_the_result_of_corporate_education

“It’s a sad, alarming state of affairs, and it proves that for all our lip service about improving the education of America’s children, we’ve failed to make teaching the draw that it should be, the honor that it must be,” mused Times columnist Frank Bruni.

That Bruni would bemoan such a state of affairs is ironic, as he has used his column over the years to repeatedly argue that teaching is too easy a profession to enter and too easy to keep, and amplified the voice of reformers who want to want to make the profession more precarious. But the reality is that speaking of a “shortage” at all is a kind of ideological dodge; the word calls to mind some accident of nature or the market, when what is actually happening is the logical (if not necessarily intended) result of education reform policies.

“This is an old narrative, the idea that we aren’t producing enough teachers,” says Richard Ingersoll, an educational sociologist at University of Pennsylvania who has written extensively on the subject of teacher shortages. “As soon as you disaggregate the data, you find out claims of shortage are always overgeneralized and exaggerated. It’s always been a minority of schools, and the real factor is turnover in hard to staff schools. It may be true enrollment went down in these programs nationally, but there are so many former teachers in the reserve pool.” In other words, the problem isn’t that too few people entering the profession, but rather that too many are leaving it.

Such high turnover rates are disruptive to school culture and tend to concentrate the least experienced teachers in the poorest school districts. A 2014 paper by Ingersoll and his colleagues shows “45 percent of public school teacher turnover took place in just one quarter of the population of public schools. The data show that high-poverty, high-minority, urban and rural public schools have among the highest rates of turnover.”

“If you look at the shortage areas in terms of subject or what districts are having trouble filling jobs, it’s a shortage of people who are willing to teach for the salary and in the working conditions in certain school districts,” says Lois Weiner, an education professor at New Jersey City University and author of The Future of Our Schools. “It’s not a shortage in every district. Look at the whitest, wealthiest districts in every state and call up the personnel department, ask if they have a shortage in special ed or bilingual ed. They don’t—in fact, they are turning candidates away.”