So I was reading an article this morning about how U.S. Teachers have it so much worse than most of the rest of the world. This conclusion is drawn on the basis of a survey:
Now we have international evidence about something that has a greater effect on learning than testing: Teaching. The results of the Teaching and Learning International Survey (TALIS), released last week by the Organization for Economic Cooperation and Development (OECD), offer a stunning picture of the challenges experienced by American teachers, while providing provocative insights into what we might do to foster better teaching — and learning — in the United States.
The article is interesting, as far as it goes — though one might quibble with the jump that gets made from “teachers think they have harder jobs” (which is what the survey actually measures) to “teachers have harder jobs.” I’m certainly open to the idea that at least public school teachers have a raw deal in this country in terms of their working conditions and the sort of bureaucratic structures in which they are forced to operate.
There were two things in this article in particular that caught my eye. The first was an almost casual reference to something rare and wonderful.
Along with these challenges, U.S. teachers must cope with larger class sizes (27 versus the TALIS average of 24). They also spend many more hours than teachers in any other country directly instructing children each week (27 versus the TALIS average of 19). And they work more hours in total each week than their global counterparts (45 versus the TALIS average of 38), with much less time in their schedules for planning, collaboration, and professional development. This schedule — a leftover of factory-model school designs of the early 1900s — makes it harder for our teachers to find time to work with their colleagues on creating great curriculum and learning new methods, to mark papers, to work individually with students, and to reach out to parents.
The emphasis is mine. What sort of wonderful world would we live in where we depended on the teachers themselves to design the curriculum (or curricula)? But isn’t that exactly what everyone seems hell-bent on killing these days?
A seocnd thing that jumped out at me was this statistic:
Nearly two-thirds of U.S. middle-school teachers work in schools where more than 30 percent of students are economically disadvantaged. This is by far the highest rate in the world, and more than triple the average TALIS rate.
That seems like an awful lot. Unless *all* the disadvantaged kids are smashed into schools with insanely high student:teacher ratios (not an entirely implausible notion), that means that there are a LOT of disadvantaged students to go around. I can’t do the math without knowing the student:teacher ratio data, but just intuitively it would seem that you’d need somewhere between 40 and 50% of students to be disadvantaged.
I suspect this has something to do with response bias. But when I tried to go into the survey itself and see the data (here) I was unable to either export a working data file or to find the United States’ results on the webpage. It seems much more trouble than it’s worth for a blog post.
If anyone has more success, please leave notice in the comments!