You can listen to the Podcast at RiShawn Biddle’s radio page or download directly to your iPod, MP3 player or smartphone. Also, subscribe to the podcast series. It is also available on iTunes, Blubrry, Podcast Alley, the Education Podcast Network,  Zune Marketplace and PodBean. Also, add the podcast on Viigo, if you have a BlackBerry, iPhone or Android phone.

We need talented people like Dwayne Thomas of Mandarin Middle School in the teaching and principal ranks -- even for just a short time.

Based on the talk about (and derision from defenders of traditional public education over) the level of attrition of Teach For America graduates after entering classrooms, one would think that university schools of education were stellar in this regard. But as the eminent teaching guru Martin Haberman points out, half of all aspiring teachers coming out of ed schools never make it into the classroom in the first place. As Richard Ingersoll also notes, half of those teachers who enter the classroom leave within five years (and one third of them leave by their third year). All in all, no matter how you slice it, you have high levels of turnover in the teaching profession and this is a problem.

Or is it? As it may turn out, little of this attrition may be troubling at least in the main. If one looks at the research on teacher effectiveness and the talent arc of the average teacher, it may not make sense for many teachers to be in the classroom for longer than two decades at most. As Dan Goldhaber and Michael Hanson have pointed out in their 2009 study, a teacher with 25 years in the classroom is no more successful in improving student achievement than an instructor working for only four years. Just as importantly, the research is suggesting that in some cases, the best teacher may not be a tenured veteran of three decades, but a rookie teacher who will only get better still over time.

This isn’t to say that young teachers are naturally better than their more-senior counterparts. After all, there is just as much chance that the rookie is going to be a laggard instructor and will not improve over time, while the more-senior teacher is one who has always been really good at improving student performance and is a master at this craft. What it means is that the concern should not be so much about attrition, but about luring high-quality teachers into the classroom and getting as much out of their talent for the benefit of their students (our children) as possible while they are in the job.

Think about it: At its best, teaching is difficult work. Those who undertake it should be thrilled by the challenges and opportunities to improve the lives of every child with whom they work. They should be happy to be in classrooms and anticipate success every day, not be depressed about working with children who may need a lot of help. They must be competent in the subjects they teach and care for every child before them. Those who aren’t interested in such challenges or don’t care for children shouldn’t be teachers. It’s best that they move on to other pursuits.

As for the highly-talented good-to-great teachers? Just because someone is stellar at teaching, cares for children and enjoys the profession today doesn’t mean they just want to be a teacher for life. The kind of talented and gifted people who are best at teaching are also the very folks who are interested in other challenges. Some of them may involve some form of economic or social entrepreneurship. It may include the desire to be the next Steven Evangelista, Marva Collins, Michael Feinberg or Dave Levin. It could even mean rising in the education ranks to lead or shape charters, private schools or traditional districts (like Jason Kamras), become the next John Taylor Gattos or even lead path-breaking teacher training programs like Haberman. Or, they may just want to stay in the classroom and be what the Jaime Escalantes (or for me, Everett Brawner and Dave Gilbert) are for so many children: The men and women who go above and beyond to teach every child what he or she needs to achieve their economic and social destinies.

The real problem isn’t so much the turnover, but a system in which too few high-quality aspiring teachers are recruited; which trains aspiring teachers abysmally for teaching in the classroom (and whose training usually involves pedagogy over subject-matter competence and how to work with kids from backgrounds different than that of those who teach them); which instills teachers with a rather dispiriting vision of classroom teaching (especially in urban classrooms); and then compensates them in ways that are contrary to stirring high performance. As seen in the careers of Escalante and Gatto, great work is barely tolerated while mediocrity is the norm.

The union work rules that limit the amount of work teachers can do, along with the lack of performance management and rigorous evaluation, means that top performers get little feedback, support or recognition. Meanwhile mid-career professionals — who may have the stuff to work in the toughest urban classrooms — struggle to even get into the profession because of the emphasis on licensing instead of on quality of work and talent.

This isn’t just a problem within teaching. The school reform movement has shown the importance of fostering and coalescing entrepreneurship, system leadership and practical problem-solving. But it has only begun to crack traditional education circles. Far too many within traditional public education lack curiosity about how matters are solved in areas outside of education; if anything, they are hostile to anything that seems to smell of “hedge funds” or “Corporate America” or even Main Street, even though all three are the main generators of economic and social activity. There is no iPad or iPhone without Apple and Steve Jobs; no Windows without Bill Gates and Microsoft; and no Facebook, Warner Brothers or Hewlett-Packards without entrepreneurial activity. This anti-intellectualism results in an unwillingness to think outside of the traditional concept of unions, districts, and school boards.

The solution to these problems lies in recruiting and training high-quality teachers who can serve in the classroom and, if they so choose, foster new programs, nonprofits and ideas within education, Right now, however, it is afterthought, not the norm. Thanks to TFA, similar alternative training programs, and reformers within and outside of traditional public education, this is changing. But it is changing too slowly. We must reform smarter and faster.

Attracting great teachers must begin long before they enter the classrooms. As Arthur Levine has pointed out ad-nauseam, most ed schools do a terrible job of screening out teachers. Almost none use the Haberman method — put an aspiring teacher before a kid and watch how he or she interacts with them — or use PRAXIS I or the SAT to screen out the high-quality candidates from those who aren’t (although one state, Indiana, is making that a requirement for its ed schools this year). Nor do ed schools recruit in the same manner as Teach For America, seeking out black and Latino collegians for classroom careers. It is one reason — besides the dropout crisis — that we have so few minorities in the classroom.

Once the teachers get into the classroom, they must be rewarded early and often for great work. This means the traditional teacher compensation system — with its emphasis on near-lifetime employment and seniority- and degree-based pay and privileges — must go out the door. Performance pay is one way to reward teachers. Another is to provide them start-up money to start their own social entrepreneur programs — including schools, teaching fellowship programs or even the next Black Star Project. Spreading out the Chad Sansings of education into the wider world will help boost teacher quality — and the quality of education for every child.

At least these are my thoughts. What are yours? Feel free to respond.

Steven Evangelista with Eva Moskowitz. Photo courtesy of GothamSchools.org

For those who read the New York Times report on the use of Facebook by students to praise their teachers — or Bijan Sabat’s own thoughts on the matter — listen to this Dropout Nation Podcast on Harlem Link Charter School co-founder Steven Evangelista and how his rediscovery of one of his former students — and where the kid landed — is forcing him to look at one of the biggest challenges to stemming the nation’s dropout crisis.

In an age in which Facebook and Twitter can help friends and family deepen connection, why isn’t American public education using technology and social media — including school data systems — to broaden the crucial bond between teacher and student (especially a student who needs those bonds to stay on the path to graduation) long after the child leaves the classroom. Unfortunately, the same rules that hinder the development of school data system — a matter about which I discussed in A Byte At the Apple also complicate this work.

You can listen to the Podcast at RiShawn Biddle’s radio page or download directly to your iPod or MP3 player. Also, subscribe to the podcast series. It is also available on iTunes, Blubrry, Podcast Alley, the Education Podcast Network and Zune Marketplace.

On this week’s Dropout Nation Podcast, I profile Harlem Link Charter School co-founder Steven Evangelista and how his rediscovery of one of his former students — and where the kid landed — is forcing him to look at one of the biggest challenges to stemming the nation’s dropout crisis. In an age in which Facebook and Twitter can help friends and family deepen connection, why isn’t American public education using technology and social media — including school data systems — to broaden the crucial bond between teacher and student (especially a student who needs those bonds to stay on the path to graduation) long after the child leaves the classroom?

You can listen to the Podcast at RiShawn Biddle’s radio page or download directly to your iPod or MP3 player. Also, subscribe to the podcast series. It is also available on iTunes, Blubrry, Podcast Alley, the Education Podcast Network and Zune Marketplace.

On this week’s Dropout Nation Podcast, I discuss how poor-performing teachers damage the educational destinies of students, bring down the morale of their colleagues and foster the nation’s dropout crisis. The damage wrecked by ineffective teaching — and the culture of mediocrity they foster — is promoted and sustained by schools of education, collective bargaining agreements, state laws and cultures within districts.

You can listen to the Podcast at RiShawn Biddle’s radio page or download directly to your iPod, MP3 player or smartphone. Also, subscribe to the podcast series. It is also available on iTunes, Blubrry, Podcast Alley, the Education Podcast Network and Zune Marketplace.

A few observations on improving teacher quality in the dropout nation:

• More reasons for focusing on improving teacher quality in urban school systems: As University of Pennsylvania researchers Richard Ingersoll and Lisa Merrill points out in Educational Leadership, 45 percent of teacher turnover takes place in just a quarter of public schools — mostly, the urban systems that help spur the dropout crisis. Certainly part of the problem is the environments in which those teachers must work — which, as Martin Haberman notes, are challenged by systemic bureaucratic decay and incompetence — and the fact that far too many teachers coming out of the nation’s university schools of education are ill-equipped to work in those schools. But as we have seen with layoffs that are occurring (or about to happen)  in New York City and elsewhere, as much of the problem lies with reverse seniority (or last hired-first fired) policies that make it difficult to retain young talented teachers. New York City, for example, will have to get rid of 13 percent of the 30,000 new teachers it has hired in the last decade.  Dealing with all of these issues is critical to improving teacher quality in urban schools.
• Promoting their obsolescence? University schools of education often attempt to defend their woeful programs by arguing that alternative teacher training programs such as Teach For America are no more successful at training high-quality teachers. But you wonders if they realize that by making such a statement, they are also justifying the end of their existence. Given that aspiring teachers pay a high cost for attending ed schools — and attend TFA and other such programs for free — why wouldn’t they direct their attention away from ed schools? For school districts, especially urban systems plagued by low-quality teachers, TFA and other alternative preparation programs offer them sources of new high-quality teachers specially skilled for their needs.
• Perhaps we shouldn’t let Baby Boomer teachers retire: As someone suggested at Reason‘s Hit and Run blog in response to my latest column in The American Spectator, it may be cheaper to make it difficult for teachers to retire. After all once a teacher retires, the costs don’t disappear; the costs are merely switched over to the pension system, which districts must pay into anyway. This wouldn’t exactly help children or improve teacher quality. But it would help alleviate the long-term costs of deals between districts, states and affiliates of the National Education Association and the American Federation of Teachers that have become too expensive for taxpayers to bear.
• The next battleground in the teacher quality wars won’t be Colorado (where the battle is already being waged) or in Florida (where the tenure reform bill SB 6 was vetoed by the pusillanimous and ambition-oriented Charlie Crist), but in Texas, where the National Council on Teacher Quality took aim at the quality of the state’s ed schools with a recent report. With more than 30 school superintendents backing NCTQ’s conclusions, expect one of the gubernatorial candidates to eventually propose reforms that go beyond the changes already enacted in the Lone Star State and in Indiana last year. Tying student test score data to teacher performance evaluations would also go a long way towards measuring the quality of ed school curricula and shutting down schools that don’t deserve to exist.

Update: Speaking of my point about ed schools and TFA, NYU Professor Jonathan Zimmerman used the traditional argument in his (admittedly, moderately pro-TFA piece) in his Los Angeles Times op-ed.

Photo courtesy of the New York Times

What’s happening today in the dropout nation:

1. As Stephen Sawchuk reported Wednesday in Education Week, the National Education Association and the American Federation of Teachers were none too pleased with the Obama administration’s effort to transform Title I funding from formula-based funding to competitive grants similar to the Race to the Top reform effort. But don’t think it’s just all about the money. The NEA and the AFT (along with local school districts) have already been the beneficiaries of $100 billion in federal stimulus dollars (along with the prospect of more billions in the 2010-2011 fiscal year budget courtesy of another possible stimulus being pitched around Congress). What it is really about is that the NEA and AFT are slowly being relegated to side players in education decision-making. Even though the Adequate Yearly Progress provisions within the No Child Left Behind Act that the unions oppose are being ditched, the two unions are facing the reality that the traditional system of teachers compensation — degree- and seniority-based pay scales, near-lifetime employment through tenure and pensions that pay out as much as $2 million to a teacher over the course of her retirement — is being relegated to history’s ash-bin. No Child, along with Race to the Top (and various efforts by school districts and states to right-size their finances), will likely further spur this transformation.
2. Meanwhile in Central Falls, R.I., one of the 93 teachers at the local high school fired by the district last month after refusing to support a school turnaround plan decided to hang Obama in effigy, according to USA Today. Why? Because of Obama’s own support for the district in this imbroglio. This teacher has a right to free speech. He also deserves our scorn.
3. At Gotham Schools, Matthew Levey argues that teacher quality is just side of the school reform equation. Revamping the curricula taught in New York City’s schools (and other school systems throughout the nation) is also critical to improving how children learn. Writes Levey: “The content we want our kids to learn is the fraternal twin of teacher quality, and it is high time we stopped treating it like a redheaded stepchild.” I agree with his point, but doesn’t the Common Core standards effort (along with the entire history of the standards and accountability movement) undermine his argument?
4. The Brookings Institution calls for a new federal program to recruit, train and bring teachers to the poorest school systems. All nice and all. But don’t we already have AmeriCorps? Don’t we have Teach for America, which started out as an offshoot of AmeriCorps? Didn’t Martin Haberman start a similar program five decades ago that became the National Teacher Corps? My my my, Brookings, offering old ideas yet again. And, save for TFA (which is fully in the nonprofit sector), the concept has never really worked.
5. And the Heritage Foundation’s Lindsay Burke takes aim at Obama and Duncan for watering down some of the oft-sabotaged school choice provision within No Child, which allowed for poor students to leave the worst schools for better schools within their district (if available). From where I sit, the provision was often not used because traditional school districts almost never informed parents in time to exercise their choice. Sadly, even when available, the school districts were often so atrocious that there were no high quality schools from which parents can choose. The better solution should have been to allow for vouchers. But Obama isn’t going to ever go there.

Check out this week’s Dropout Nation Podcast on improving teacher quality, along with this week’s report on low high school promotion rates for boys within Kansas City, K.S.’s school district. And read my report in The American Spectator on efforts by the AFT and NEA to start their own charter schools (and take control of existing traditional schools). Apparently, one AFT effort in New York City isn’t going so hot.

By the way: Next week’s Dropout Nation Podcast, which will focus more on improving urban and rural schools, will hit the Internet this weekend.

What’s happening this weekend in the dropout nation:

1. New York City Department of Education Chancellor Joel Klein has instructed principals to use student test score data in evaluating probationary teachers on their fitness for tenure, reports the New York Post. The AFT’s New York City local is, as you would expect, displeased. Given the past battles — including the move by the AFT to outright ban the use of test data in evaluations two years ago — expect this battle to get nasty. And, just as likely, Randi Weingarten to back further away from her announcement last month that she would back the use of tests in evaluations. But, as Gotham Schools points out, most of the 7,000 teachers being evaluated for tenure won’t be affected by the move because they teach subjects not covered on state assessments.
2. The bigger uproar is in Houston, where the school district’s board unanimously enacted a measure under which test scores would be used in teacher evaluations. Weingarten has already offered her support for the local’s opposition to the plan, according to the Houston Chronicle. Stephen Sawchuck notes that the AFT may now find itself on a losing end of a battle to control the level to which test scores are used. I’d say the AFT and the NEA are already losing. The traditional teachers compensation system could exist unchanged so long as there was no objective data for measuring performance and the system wasn’t too costly to maintain. Neither of which is the case anymore.
3. On the matter of teachers, read Kevin Carey’s 2004 report for the Education Trust on the importance of using data in evaluating and ultimately, finding, high quality teachers. Also, Martin Haberman offered thoughts on how better teacher preparation can help address achievement gaps. And Chad Ratliff notes his 2009 post on the need to revamp teacher compensation in Virginia (and taking advantage of federal Race to the Top and i3 dollars to do so).
4. Also, the Wallace Foundation releases a brief on how states and districts can work together on improving school leadership. In particular, the report notes that strong political backing for school administrators and superintendents — along with keeping those folks in the job for a long time — can help improve the quality of administration and sustaining reforms.
5. Kevin Carey, by the way, also looks at Trinity Washington University, which gets dinged by U.S. News & World Report‘s annual survey because it serves poor minority women and charges modest tuition to boot. Which could explain why so many state universities give merit scholarships to wealthier families (and devote less aid to their poorest students). Maybe Neal McCluskey has a point after all (of course he does).
6. In City Limits, Geoffrey Canada offers his thoughts on why the Harlem Children’s Zone is succeeding and whether its model — now embraced by the Obama administration through its proposed Promise Neighborhoods — may succeed outside of New York City (and the financial and talent resources Canada can tap). Sample quote: “can put together a team down here and we can do it. That is not a huge lift. And that’s one of the most exciting but little-understood aspects of this.…. That’s mostly what this problem looks like across America. It’s not Chicago or Detroit or New York. Mostly it’s the [smaller towns]: You’ve got 1,500 kids in trouble and nobody with a strategy for how to save them. Now, you don’t need 50 people from elite colleges to do that.”

Check out the Dropout Nation Podcast on civil rights activists and school reform. The next podcast, on the need for school reformers to build bridges to parents and grassroots activists, will be available on Sunday.

What’s happening today in the dropout nation:

1. When the National Education Association took control of the Indiana State Teachers Association last year, Association after the collapse of its insurance trust fund, it was more than just a colossal embarrassment of alleged financial mismanagement – and a loss of coverage for its 50,000 rank-and-file members. After decades of winning expensive compensation packages that have made teaching one of the best-paid professions in the public sector, the collapse of ISTA — along with $600 billion in pension deficits and underfunded retirement liabilities — exposes teachers unions to increased scrutiny — especially as taxpayers may end up on the hook for the unions’ failings. Read more about the collapse — and how it could help spur teacher compensation and quality reforms — in my latest Labor Watch report.
2. Tom Vander Ark sums up the problem with the Obama Administration’s decision to essentially gut the No Child Left Behind Act by eliminating its Adequate Yearly Progress provisions: Doing so will abandon the promise of assuring that every child no matter their race or economic status, can attend a great school staffed by high-performing teachers. Of course, as I hinted last week in The American Spectator, the administration may be doing this (along with boosting education spending for FY 2011) in order to placate the NEA and AFT, whose help they will need in order to keep control of Congress.
3. The folks behind The Lottery are rallying folks around an “Education Constitution” demanding teacher quality reforms, expansion of school choice and other reforms. Check it out and sign it.
4. The U.S. Department of Education releases a timely report on an important — if rarely-considered — use of school data: Improving teaching, staffing, student diagnostics and other matters at the district, school and even classroom levels. As I wrote last year in A Byte at the Apple, school data will only be the most useful once the information is delivered and made accessible in ways teachers, administrators and parents find appealing and useful. Right now, however, this is still a problem.
5. Speaking of useful data, the Consortium on Chicago School Research has a series of papers examining the on-time graduation progress of the Windy City’s high school students. Each of Chicago’s high schools are examined in depth. Read them. I am.
6. EducationNews is re-running another one of teaching guru Martin Haberman’s fine essays, this on whether the right people are entering teaching. Given the efforts to reform ed schools and weed out laggards before they even apprentice, the piece is as timely as ever.
7. And, with Gary Orfield’s study of charter school segregation gaining attention from newspapers and school reformers alike, Sonya Sharp of Mother Jones points out the one thing everyone forgets: Traditional school districts are just as segregated (and often, even more segregated) no matter where we go. Joanne Jacobs also offers a compendium of the arguments (including those by your friendly neighborhood editor). And, by the way, here is a piece I wrote a few years ago about diversity and public schools.
8. Intramural Sparring Watch: Big Edreform Andy #1 (also known as Andrew Rotherham) calls out This Week in Education‘s Alexander Russo (and his employer, Scholastic) for for allegedly running “hearsay” claims against Massachusetts’ education secretary, Paul Reveille, for his supposed intervention in the authorizing of a local charter school. Russo, by the way, has taken potshots against Rotherham and his folks at the Education Sector (which Rotherham, by the way, is leaving by the end of March) for years. Most recently, he accused EdSector of allegedly mucking around with a report authored by EdSector’s now-departed cofounder. Yeah, I’m exhausted from just writing about this.

Meanwhile, check out this week’s Dropout Nation Podcast on the reauthorization of No Child, along with my pieces this week on charter schools and segregation. The next podcast, on civil rights activists and education reform, will be available on Sunday before the Super Bowl. And since you are all stuck inside, get your debate on.

Young black males need the teaching so they can learn and succeed.

What’s happening in the dropout nation these days:

1. National Journal is hosting the latest of their weekly questions about education. This week, it is all about whether the No Child Left Behind Act will be reauthorized this year. I have offered my thoughts in this week’s Dropout Nation Podcast.
2. The president’s budget “freeze” doesn’t include education (of course). Education research also fairs well (according to EdWeek), alongside plans to fund charter schools that follow the Harlem Children’s Zone model (notes Tom Marshall). The Department of Education offers up its series of justifications for its spending priorities.
3. What role does school choice play in housing prices. Eric Bruner and his colleagues say that choice-based enrollment policies across all school districts (inter-district) and within them can bring home price and income stability to surrounding neighborhoods. Which may prove the value of school choice of all kinds public and private.
4. Meanwhile in D.C., schools boss Michelle Rhee isn’t exactly polling well, at least according to Bill Turque and Jon Cohen at the Washington Post. Some of it, of course, has to do with Rhee’s PR gaffes and general demeanor. But let’s get real: It is also about some more-unmentionable matters and also about the fact that Rhee is ending D.C. Public Schools’ role as the District’s jobs program and patronage system. This isn’t going to make the adults happy (even if it helps improve the educational opportunities of the kids who actually have to sit in the district’s classrooms).
5. Jay Mathews, of course, makes no secret of his opinion of Rhee. Whether he thinks she’ll last beyond her current term? He’s not so sure. My opinion: It will depend on whether Adrian Fenty — just as unpopular as Rhee for reasons of his own creation — doesn’t draw strong primary and general election opposition. If he doesn’t, Rhee stays. But if he does…
6. In Southern California, L.A. Unified’s school choice reform is mired in squabbling, with accusations of  favoritism being tossed around by the district’s AFT local, according to the L.A. Daily News. Meanwhile the L.A. Times editorial board is disappointed by all the other problems emerging from the districts handling of the bidding process for the 30 schools offered for the first round of reform.
7. John Fensterwald notes a recent report on school district finances within the Golden State. Federal stimulus funds may have staved off fiscal belt-tightening for now, according to Fensterwald, but those funds are running out — which means more thoughtful approaches to operations.
8. In New York City, the local NAACP sues the city’s Department of Education over its shutdown of failing schools, according to Gothamist. As usual, NAACP attempts to strike a blow over the wrong issue — and failing black children in the process.
9. EducationNews re-runs one of Martin Haberman’s fine pieces on how to train teachers for urban school settings. Enjoy.
10. In Education Leadership, Eric Sparks, Janet L. Johnson and Patrick Ackos discuss using data in determining which students are at risk for dropping out. They look at 9th-grade performance. But they fail to mention Robert Balfanz’s innovative work in the early dropout indicators arena.
11. What is dropout nation: Tiny Schuylkill County, Pa., which has high levels of high school dropouts, according to a study cited in the Standard Speaker. The source of the data, Census sampling, may be unreliable for actually measuring the number of dropouts and graduates. But it gives some sense of the problems within Pennsylvania’s coal country.
12. Kevin Carey takes shots at EdWeek for a report on a for-profit college industry study. Certainly, Carey is no fan of University of Phoenix’s of the world for reasons both good and specious. You go figure out where you stand.

And you can check out this week’s Dropout Nation Podcast, this on the reauthorization of the No Child Left Behind Act. Enjoy.