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The National Education Association released on Wednesday its annual report on public school rankings and estimates and North Carolina is once again toward the bottom on teacher pay in 2013-14, ranking 47th in the nation – but the rankings pre-date the General Assembly’s move to boost teacher pay last year.

North Carolina inched up in the 2014 rankings on per-pupil finding – from 47th to 46th – but the amount of funding in actual dollars spent per student fell from $8,632 to $8,620, according to the North Carolina Association for Educators (NCAE).

“The rankings once again show the troubling trend of falling per-student funding in our public schools,” said NCAE President Rodney Ellis. “Instead of righting the ship, North Carolina’s per- pupil expenditure continues to drop. If we are going to get serious about what works, we must get serious about modern textbooks in the classrooms, more one-on-one interaction with teachers and students, and a quality teacher in every class.”

The NEA estimates that North Carolina will rise in the rankings on teacher pay to 42nd in 2015, the first year that lawmakers’ average 7 percent pay raise for teachers, which was enacted last year, will be reflected in the rankings.

Previously, lawmakers said that last year’s pay bump for teachers should move the state up to 32nd in teacher pay—and that promise is prominently displayed on Senate leader Phil Berger’s website still today.

“The budget will provide public school educators an average seven percent raise – averaging $3,500 per teacher. The $282 million investment will be largest teacher pay raise in state history – moving North Carolina from 46th to 32nd in national teacher pay rankings,” according to Berger’s website.

North Carolina ranks 51st in percentage change in teacher salaries between 2003-04 and 2013-14.

Read the full report below, which also includes rankings and estimates on school revenues and expenditures, student-teacher ratios and other information about state and local investment in public schools.

News

Members of a review commission tasked with vetting the Common Core met Monday to hear from nationally known critics of the standards who advocated for their complete rehaul.

WUNC’s Reema Khrais has the rundown here:

Sandra Stotsky and James Milgram both served on the Common Core Validation Committee from 2009-10 and refused to sign off on them as being “rigorous, internationally competitive or research-based.” They were among five of the 29 committee members who didn’t approve them.

Since then, Stotsky [English language arts expert] and Milgram [math expert] have visited more than a dozen states to discuss problems they perceive with the standards, along with recommendations on how states should move forward.

“We need to have first-rate standards developed for this country,” said Stotsky, education professor at the University of Arkansas. “You do not have them in North Carolina.”

As Khrais reports, Stotsky recommended to the review commission that they consider adoption of better state standards, such as those of California or Massachusetts. Milgram suggested a total re-write of the math standards.

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Senator Jerry Tillman (R-Randolph) filed a bill Wednesday that would eliminate the requirement for public schools to offer Personal Education Plans (PEPs), which provide academically struggling, at-risk students with strategic interventions to bring them up to grade-level proficiency.

“Personal education plans are just a lot of paperwork for a lot of students who really just don’t need them,” Sen. Tillman told N.C. Policy Watch on Thursday.

Tillman said he filed the bill to eliminate PEPs because teachers are already saddled with a lot of work, and the good ones already know which students need help.

“The good teachers are doing informal assessments all the time, and they already know what they’re doing. PEPs are just needless paperwork,” said Tillman.

Personal education plans were first introduced in 2001 as a way to help at-risk students who struggle academically yet don’t qualify for an Individual Education Plan (IEP), which are federally mandated for students with disabilities.

The PEPs offer a mechanism for students and parents to work alongside teachers in developing customizable plans that would improve students’ academic achievement. Focused interventions that could be included in the plans include additional tutoring, mentoring, smaller classes and afterschool instruction, among others.

Jane Wettach, Duke University law professor and director of the Children’s Law Clinic, doesn’t dispute that teachers likely already know which students need more help than others.

But the point of the PEPs, says Wettach, is to provide students with additional academic supports outside of the standard academic day, because teachers don’t have the time or means to help all at-risk students during regular hours.

“The thing that PEPs do differently is that they require additional instructional services to be done outside of the normal school day,” said Wettach.

“Even really excellent teachers cannot necessarily in a regular school day provide everything that an at-risk student needs to get to grade level,” Wettach added. Read More

Commentary

People_16_Teacher_BlackboardA new study, conducted by Mathematica Policy Research indicates that the much-debated Teach for America program (TFA) is not creating more effective or successful teachers. The study shows that test scores for students taught by TFA teachers in their first or second year of teaching  are on par with those taught by traditionally certified teachers. These data contradict previous studies which had indicated that students taught by TFA teachers scored higher in math than their peers taught by traditionally certified teachers.

The Mathematica study was conducted in order to evaluate the program (which recruits college graduates and trains them to work in low income schools) in the years since it received federal funding to expand in 2010. The purpose of the TFA program is to expand the pool of highly intelligent and motivated teachers, thereby increasing the opportunities for low income students. The trouble, however, is that TFA teachers are given only five weeks of training and then often thrown into classrooms with little or no administrative support.

The new study shows that TFA teachers don’t have a problem with teaching but are very unsatisfied by their influence over school policies and the lack of support from school administrators. Also, in perhaps the most damning finding, researchers found that most TFA teachers have no intention of sticking around past their two year commitment to TFA. The study shows that 87.5 percent of TFA teachers in their first two years say that they do not plan to spend their career in the classroom. Twenty-five percent said they planned to quit at the end of the current year. While TFA has never released figures, its leaders have always insisted that the majority of teachers finished the two year program and many stay on past the program. This study definitely tells a different story.

Read the study in its entirety here http://www.mathematica-mpr.com/~/media/publications/pdfs/education/tfa_investing_innovation.pdf

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McCrory_budget3

Gov. Pat McCrory unveils his recommended 2015-17 state budget

Governor Pat McCrory unveiled his recommended $21.5 billion budget Thursday, which continues his promise to boost beginning teacher salaries up to a minimum $35,000 a year but does not provide significant increases for veteran teachers and makes yet another cut to the state’s university system.

“We’re changing the basic paradigm of how we evaluate and distribute our limited tax dollars,” McCrory told reporters Thursday. “The new paradigm is directing our monies toward where we’re having the highest attrition, where the greatest need is and based upon the market performance…we’re really speaking in a different paradigm that’s more market-oriented than civil service oriented.”

More than half of McCrory’s 2015-17 recommended state budget is devoted to education. An additional $200+ million is spent on fully funding student enrollment growth in K-12 education over the next two years, and around $84,000 is tagged for increasing beginning teacher salaries from $33,000 (which the General Assembly approved last year) to $35,000 beginning this fall.

While veteran teachers did not receive significant pay bumps in spite of the fact that many say they were cheated out of raises during last year’s much touted teacher pay raise, McCrory’s new budget director, Lee Roberts, emphasized that eligible teachers would still move along the newly-enacted state salary schedule if McCrory’s budget passes.

The old salary schedule for teachers had previously been frozen, Roberts said. The state’s new system provides teachers with pay bumps every five years.

McCrory’s budget hits the University of North Carolina system with a 2 percent funding decrease, also known as “allowing flexibility to achieve efficiencies.”

That cut comes on top of years of budget cuts to the state’s strapped universities. In addition, universities would also be capped at $1 million with regard to how many state dollars they can spend toward private fundraising efforts.

McCrory told reporters that he’s consulted with UNC leaders.

“We’ve talked to the university leaders about this and what they like is the flexibility we’re giving them, said McCrory. “Instead of the politicians out of Raleigh telling them how to find savings, we’re giving them the flexibility to do that.”

The word flexibility was a commonly used one in today’s budget reveal.

“In the past, they’ve [UNC] gotten the directive of what to reduce or increase out of Raleigh. Those days are ending. We want to give that flexibility to our universities and our community colleges and, by the way, our superintendents,” McCrory said.

Other education-related takeaways from the Governor’s budget: Read More