This plan from Rhode Island College illustrates well how our state’s establishment is attempting to cure the symptoms of our educational problem so as to avoid solving the problem itself:
Starting this fall, students who study elementary education at RIC will also be trained to teach one of the following subjects: special education, middle school math or middle school science. …
Like most states, Rhode Island doesn’t have a generic teacher shortage. It has a shortage in certain subjects, including special education, math, science and English as a Second Language.Please consider a voluntary, tax-deductible subscription to keep the Current growing and free.
A new study by Bellwether Education Partners concludes that there is no overall shortage of teachers. Rather, districts face a “chronic and perpetual misalignment [between] teacher supply and demand,” according to “Nuance in the Noise.” Bellwether is a national nonprofit organization that advocates for under-served students.
The problem is our union-driven factory-worker model for education. Districts can’t differentiate sufficiently between different teaching positions, so challenging positions are dramatically underpaid while other positions pay better than they should, given the work and the willingness of candidates to take the job.
Consequently, public schools attract large numbers of people to the areas precisely where they are not needed. That is a problem that districts could fix through contract negotiations and that the state could help fix through changes to state law, including laws that currently give the unions an indomitable hand in negotiations.
When challenged on this sort of thing, the response of union organizers is to trot out their approved talking point: “We want a qualified teacher in every classroom.” That is the sentiment that appears to be behind this attempt at RIC to plug holes by forcing every teacher who wants to teach elementary school to be qualified to teach something for which there’s actually demand.
Rhode Island is still missing the point by ignoring the importance of individuals’ interests and refusing to allow the market to place an accurate value on certain skills and talents. Giving education students who’ve shown no special interest in or aptitude for certain subjects might help around the margins, but we should be skeptical of the outcomes for students. We should also expect that any prospective educators who discover that they have a those valuable talents will make the same calculations that are creating the shortage.