LIFO is out

Last-in, first-out layoffs are out in Georgia, reports Teacher Beat. It’s a trend.

The bill, SB 184, prohibits local boards of education from using seniority as the “primary or sole” determining factor when implementing a reduction in force. Boards that don’t comply can have some of their state education funds withheld.

Georgia’s action follows that of Utah, where a similar bill was recently signed into law. Other states that have recently ended LIFO through legislation include Oklahoma, Colorado, and Arizona, in addition to the District of Columbia through its recent teachers’ contract.

Illinois teachers’ unions have agreed to an anti-LIFO bill that allows both performance and seniority to be taken into account in deciding who get laid off.

Dennis Walcott, New York City’s new schools chancellor, wants a LIFO exemption from the state, but the teachers’ unions and Democrats in the legislature are opposed.

Not surprisingly, New Jersey Gov. Chris Christie has a no-LIFO plan as part of his education reform bill.

Detroit Public Schools is sending layoff notices to all teachers and administrators. Robert Bobb, the emergency financial manager who’s running the troubled district, said he’ll use a new law that lets him  modify or terminate collective bargaining agreements.

Detroit is losing enrollment. By pink-slipping everyone, Bobb opens the door to non-LIFO layoffs. He can  retain the teachers and administrators he thinks are best and lay off the rest.

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  1. should be interesting to see the last effects of all of these anti-union anti-tenure bills passing through various states. If everyone keeps laying off older teachers to save money…I mean keep younger teachers who have more enthusiasm..where is the experience going to come from?

    I have been teaching for 8 years and still don’t have it down. I made some major grades to my classroom this year and I won’t be able to see the effects for at least another year. What some people fail to realize is that a good teacher that does something has to also take into account the students they have. Is it the teaching method or is it the students? Or is it the teaching method that clicked with the students. Every year is a re-evaluation of what worked and what didn’t. Then you have to think, will it work with a different group of students?

    I started doing daily quizzes everyday 3 years ago. They weren’t random questions on the chapter we were doing, but rather review of graphing, factoring, and systems of equations (those are 3 big standards in CA). That year I had 76% advanced or proficient. Clearly I thought it was my new quizzes that did it. I haven’t got back to that number, but am still in the 60’s. This year I doubt I will hit 25%, so what does that mean for me? Do my teaching styles not work anymore? Or is it the students that are different and I just can’t get to them?

  2. “He can retain the teachers and administrators he thinks are best and lay off the rest.”

    The best? Or those who offer the least resistance to his plans?

    If in fact he plans to retain “the best”, what measure is he using to determine who qualifies for retention?