A proficient score on NAEP reading or math translates into at least a 600 on the SAT, or about a 1200 overall. The most generous estimate of the aptitude of new U.S. teachers recently estimated SAT scores of 515 in critical reading (formerly verbal) and 506 in math, or 1021 overall.
Once on the job, teachers rarely are held accountable for their students’ performance, Chubb writes. And “by international standards teachers are not highly compensated in the United States—at least one factor that determines the quality of individuals attracted to a profession and willing to stick with it.” In short, “U.S. education policy is not serious about high-quality teachers.”
The U.S. needs to recruit high achievers to teaching and give them “work that is less menial and more expert, less prescribed and more responsible,” Chubb writes. Using technology to improve productivity would make it possible to raise pay to attract top talent.
Teaching is not an art, to which some are born and others are not. It is an intellectually demanding endeavor that can and should be guided by research-based practice. Teachers should be trained, both before they take charge of a classroom and thereafter. They should not be trained, however, in the schools of education that predominate today.
Finally, high-quality teaching requires high-quality principals, who “create the working conditions that help determine whether great teachers remain.”
Chubb’s new book is The Best Teachers in the World: Why We Don’t Have Them and How We Could.