Today may have been the feistiest cracker barrel in my six years attending these session in Aberdeen. I will deal with some other issues from the event in a separate post in order to concentrate on education here.
The education lobby came loaded for bear. One person asked why teachers should have to work more to get a raise. Doesn't that just show that the work they do now isn't valued? No one who spoke disagreed, with Sen. Hundstad (I believe, I didn't write it down) arguing that "education is the cornerstone of our democracy." Another questioner asked whether people in Pierre just don't value education. Again, those who spoke did not argue with the premise of the question with Rep. Burt Elliott most vociferously agreeing. Elliott said that there are some in Pierre who think that education should be done at home. While parents are the best educators, Elliott continued, the public school system is necessary to educate children. Elliot said that education was like basketball coaching: everyone thinks he's a professional. A third questioner asked directly Rep. Al Novstrup whether he thought teachers were professionals. He answered in the affirmative. The questioner then asked why teachers aren't paid at the level of other professionals. He declined to answer what was clearly a hostile question.
The show really heated up when Aberdeen Superintendent Gary Harms spoke. His main question was what the percentage increase in spending this year would be. He praised the role of education in our society and thanked those who fight to defend it. He mentioned by name Reps. Elliot and Dennert and Sens. Hoerth and Hundstad. Conspicuous by their absence where Reps. David and Al Novstrup. This did not go unobserved. David Novstrup got up immediately and said that he is for education, but that education spending must be balanced with other priorities. He said he would vote for as much spending as he could but would not vote to spend money the state doesn't have. He mentioned that he had emailed Dr. Harms but hadn't heard back from him. Dr. Harms announced to the crowd that he had never received an email from David Novstrup. Rep. Novstrup said he had emails on his computer right there if Dr. Harms would like to look. Dr. Harms never took Rep. Novstrup up on the offer.
Then Rep. Al Novstrup spoke. He mentioned that last year the Aberdeen school district received an increase of about 12% from the state, but he noticed that in the media Dr. Harms said they only received 2%. When Rep. Novstrup asked Dr. Harms about this, Dr. Harms said that the school district doesn't count all of that money. Well, said Rep. Novstrup, "if you don't count it, don't cash the check." He also made the point that education must be balanced against other priorities. For example, the state pays for 10,000 senior citizens (I am quoting from memory, so I may have this number wrong) to be in nursing homes. People who work in those facilities make $8.00 and hour. As he put it, why are we paying $8.00 for people to deal with death on a daily basis. The point, I take it, is that this is also a priority that legislators have to balance.
For I believe the first time I was motivated to ask a question at a cracker barrel. I asked if there is anything besides increasing funding that we can do to improve education. I prefaced my remarks by citing the statistics I put here about this history of per pupil spending in our country (in short, after controlling for inflation we spend almost three times as much per pupil as in 1965). It
spoke volumes that essentially no one answered my question other than Al Novstrup. Jim Hundstad gave a speech in praise of education. America is where it is today, he argued, because of its commitment to education. Other nations learned this lesson and Hundstad seemed to intimate that they had learned the lesson better than the United States, suggesting that we don't fund education as much as we should and therefore aren't as committed to education as other nations (Sen. Hundstad seems unaware that outside of Norway and Sweden, no industrialized nation spends as much per pupil as the United States, at least on secondary education, a fact supported by the graph on the right that I found here). Al Novstrup actually tried to answer my question, citing the Teach for America program and merit pay for teachers as two policies that could help education. Paul Dennert spoke simply to say that the state per pupil expenditure is more than the formula (which is around $4,800). With all outside money included, South Dakota spends about $8,000 per student, which I think makes my point even stronger that if we have a problem in education money has little to do with it. Jim Hundstad then spoke again, basically saying we've got top notch kids and we are doing a great job. That doesn't quite fly with his earlier suggestion that we are dangerously underfunding education. If we are already doing a great job educating our kids in South Dakota, why is the need for money so desperate? I point out once again that I am for increased funding for education and higher teachers pay; I simply do not live under the illusion that this will serve as some kind of panacea for education.
From what I have heard from various legislators, the South Dakota Education Association is near the bottom in its quality of lobbying. If today is any indication, it is not hard to see why. It's a pretty bad idea in South Dakota to spend all your time and money attacking Republicans and expect to get a favorable hearing for your agenda. It also becomes clearer with each passing day that the only reform of education that the education establishment favors is spending more money. But as I have demonstrated recently and again in this post, the United States spends more than almost any industrialized nation on education and we spend far more per pupil than in decades past. So what happened? I realize there are social factors that may explain why you need to spend more per student than in years past (and remember, I am already taking inflation into account), but three times as much? And yet we still hear cries of "crisis!"?
Let's take an example of how education can get worse while spending more money. I was discussing this with a friend tonight who is a university colleague and who used to be a junior high teacher. This friend really enjoys math and knows quite a bit about math education while not being a mathematician. He argued that our system treats very good math students poorly by not advancing them fast enough, giving students bad text books, and educating our best in brightest at big research universities that teach math in classrooms of 250 students with a graduate assistant doing the teaching. He further stated that math is one area where a national curriculum might be in order. Because math is a subject where you must build on previous knowledge, in our highly transient population students who switch schools might miss whole chunks of math because each school system seems to have a different sequence in math. One school might teach percentages in the third grade and another in fifth. If a kid leaves the first school after third grade and then goes to fifth grade in the second school, he learns percentages twice but is likely missing a whole year of something else (say, long division or fractions). All in all, these are problems that not one dime of government money is going to cure. I suggest most every subject has similar problems. I have stated before that most history in junior high and high schools is taught by people who neither majored nor minored in history. Is it a mystery, then, why every National Assessment of Educational Progress shows that our high school juniors do not know the very basics of American history? We now have at least two generations of Americans almost wholly ignorant of their own history. And now the first ignorant generation is teaching the second and even a third.
Might I also suggest that part of the problem is the attitude bred sometimes by schools of education and on display a bit today. As I noted above, Rep. Elliott, a former teacher, said that education is an area where everyone thinks he's an expert. He seems to be insinuating that "everyone" is not an expert and we should just leave education up to the experts, i.e., the professional educators. This is an attitude that education is a kind of alchemy and only those who have attended Hogwarts School of Education and Sorcery know the special secrets. There is an arrogance, to say nothing of a touch of gnosticism, in saying that only special people with special training have valid opinions on education and everyone else should just shut up and listen to them. As a professional educator who has never taken an education class, every day I see great teachers who have also never taken an education class who do amazing things with their students. They don't have a piece of paper that says they are a "highly qualified teacher," but they have something many do not have: a thorough knowledge of their field combined with native common sense and a passion for what they do. None of those things can be learned through what passes for teacher education at our colleges and universities, and yet I submit that each of these is more central to quality teaching than knowing how to make a lesson plan or taking a class in developmental psychology (although these latter two qualities are helpful).
By all means, legislators, increase spending on education. But do not insinuate, as Sen. Hundstad did today, that our commitment to education is measured by how much we are willing to spend. Compared to the industrialized world America spends plenty. There are plenty of reforms in education that have nothing to do with money, but if the response, or lack thereof, I got to my question today is any indication, our legislators are almost wholly ignorant of those reforms.
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