Most states are living up to the promises in their waiver, but Washington over-promised in this case, and failure to fix it may force them back under No Child Left Behind.
The unpredictable nature of pension contibutions has a real consequence on school district budgets and, therefore, on teachers.
The majority of teachers in these cities do not remain in the same district long enough to qualify for even a minimal pension, and only a very tiny fraction of teachers stay long enough to receive a pension that would be sufficient for a stable retirement.
Will states and cities facing skyrocketing costs find a way to protect the retirement benefits that people have already earned while making changes to the way benefits are earned in the future?
Empirically, pensions appear to have no effect on early- or mid-career teachers.
Pension plans need to estimate how much money they’ll need in order to pay the benefits they’ve promised in the future. They also need to estimate how many employees will qualify for a benefit in the first place.
Illinois recently passed pension reform legislation with robust bipartisan support. Here’s how and why it happened.
Cities and states faced with rising pension costs have begun to search for the most effective way to balance retirement promises made to workers with the need for fiscal sustainability and employer flexibility.
If you follow news about the District of Columbia Public Schools closely, you could be forgiven if you thought teacher turnover had increased since the schools were handed over to mayoral control in 2007.
The transition to new assessments was always going to be rough, but this was not the right way to handle it.
Teach for America is not doing harm to our nation’s schools or our low-income students. In fact, TFA seems to be out-performing not just other beginning teachers but veteran teachers as well.
The majority of teachers stand to significantly benefit from two cost-neutral pension reforms
Way back in March of 2010, President Obama released his blueprint for reauthorizing NCLB. Three years later, we’re still operating as if the blueprint never happened, as if three years of policymaking hasn’t happened.
We have a lot more commonality in standards and assessments than we did five years ago
Instead of hiring even more teachers or paying them more money, districts are devoting an increasing share of finite resources to employee benefits.
The next time you read a proposal about halting the Common Core, keep in mind all the time and money that’s already been spent.
If an employer can’t differentiate between their employees, they’re likely to treat them all as interchangeable widgets when it comes time to decide on how to help them improve, how much to pay them, or which ones should be retained.
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