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[Education] Merit Pay
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[Education] Merit Pay
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Ronald Reagan Presidential Library
Digital Library Collections
This is a PDF of a folder from our textual
collections.
Collection: Deaver, Michael
Folder Title: [Education] Merit Pay
Box: 38
To see more digitized collections
visit: https://reaganlibrary.gov/archives/digital-library
To see all Ronald Reagan Presidential Library inventories
visit: https://reaganlibrary.gov/document-collection
Contact a reference archivist at: [email protected]
Citation Guidelines: https://reaganlibrary.gov/citing
National Archives
Catalogue: https://catalog.archives.gov/
THE AMERICAN SCHOOL BOARD
greed 8124/83
JOURNAL
1055 THOMAS JEFFERSON STREET, N.W. / WASHINGTON, D.C. 20007 / (202) 337-7666
Mr. Michael Deaver
Deputy Chief of Staff
The White House
Washington, D.C. 20500
Dear Mr. Deaver:
The September issue of our magazine, which will be mailed in a few days,
contains some rather startling news about teachers and merit pay:
U.S. Teachers like the idea of merit pay a whale of a lot better than
teacher union leaders do. Nearly two-thirds of the representative sample
of classroom teachers polled by The American School Board Journal say
their raises should be based on their performance in the classroom. This
basic approval of the merit pay concept holds true regardless of whether
the teachers are union members or not.
The results of our nationwide survey, along with a number of additional
copyrighted articles on merit pay for teachers, are enclosed for your
information. If you do decide to use any of the facts from this material, it
would help my career enormously if you'd mention our magazine.
Thanks a million.
Cordially,
KregyWhom
Gregg W. Downey
Editor and Assistant Publisher
P.S.: Survey responses were tabulated and the results verified for
statistical accuracy (with an error factor of plus or minus 6.2 percentage
points) by Jim C. Fortune, professor of education at Virginia Tech, Blacksburg.
Our nationwide poll: Most
teachers endorse the merit pay concept
By Marilee C. Rist
cepted idea that merit pay is
a monetary stipend or salary
H
OLD ON to your hat:
increase paid for superior
Nearly two-thirds of
U.S. teachers endorse the
GRAPH
performance, as determined
by a classroom performance
core concept of merit pay.
evaluation.
That's the startling finding
Even that definition isn't
of a nationwide, statistically
To COME
guaranteed to be accepted
representative sample of
without question: Before
U.S. teachers conducted by
most teachers are willing, for
The American School Board
example, to consider the idea
JOURNAL. A clear majority
of being paid according to
-62.7 percent-of teachers
classroom effectiveness, they
responding agree that teach-
want to know who will do
ers should be paid according
the evaluating. Our survey
to how well they perform in
sought to address this con-
the classroom. And that en-
cern with the following ques-
dorsement holds true no
tion: "For purposes of per-
matter how you look at it-
formance appraisal, the per-
regardless of teachers' age,
son or persons with the
sex, or marital status; what
greatest say in rating teacher
region of the U.S. they live
effectiveness should be:
and teach in; whether they
(1) principal, (2) central of-
belong to the National Edu-
fice curriculum specialists,
cation Association (N.E.A.),
(3) committee of teacher
the American Federation of
peers, (4) subject-area de-
Teachers (A.F.T.), or no
partment heads, (5) other
teacher union; whether they
[please specify]."
teach at the elementary or
The respondents' first
secondary level; whether
choice: A full 39 percent
they're tenured and have
want their principal to evalu-
been teaching 20 years or un-
ate their performance. After
tenured and teaching two years. (More on
C. Fortune of Virginia Tech in Blacks-
the principal rank the following: teacher
the statistical breakdowns in a moment.)
burg, Va. The responses we received were
peers, 25.4 percent; department head, 15
Our survey asked teachers three ques-
proportional to overall numbers of teach-
percent; a combination of administrators
tions related to merit pay: (1) It asked
ers nationally in the following categories:
and other teachers, 12.1 percent; curricu-
them to agree or disagree with the state-
union membership, sex, tenure status,
lum specialist, 5.5 percent; various others
ment, "Teachers who are more effective
school level (elementary, middle, junior,
(such as outside experts or students), 3
in the classroom should receive larger sal-
or senior high school), marital status, and
percent.
ary increases than teachers who are less
community type (urban, suburban, rural).
To find out how teachers think salary
effective"; (2) it asked them to identify
The only category slightly overrepre-
increases should be determined, we asked
who should evaluate teachers' classroom
sented among the responses was older
them to check one of the following
performance; and (3) it asked how they
teachers-specifically, those who've been
choices: Salary increases should be deter-
think teacher salary increases should be
teaching for 15 years or longer.
mined (1) by classroom effectiveness
determined.
The JOURNAL undertook the merit pay
alone, (2) by seniority/academic cred-
We sent out our survey in May 1983 to
survey because of a glaring lack of infor-
its alone, (3) by a combination of these
weighting both factors equallyo
a randomly selected sample of some 7,300
mation: Until now, no one we know of
two factors, with greater weight given to
teachers across the U.S. Of these, 1,261
has asked teachers the simple question of
effectiveness, (4) by a combination of the
responses were tabulated and verified for
whether they think merit pay is a sound
two factors, with greater weight given to
statistical accuracy by professors of edu-
idea. Perhaps no one has asked the ques-
seniority and credits, and (5) by a combi-
cation Kenneth E. Underwood and Jim
tion because the merit pay issue is not
nation, with both factors weighted equal
simple: Merit pay means different things
The response: Once again, teachers say
Marilee C. Rist is an associate editor of the
to different people. We based the JOUR-
Yes to classroom effectiveness-in num-
JOURNAL.
NAL survey questions on the widely ac-
bers far larger than the popular wisdom
OPINIONS EXPRESSED BY THE JOURNAL OR ANY OF ITS AUTHORS DO NOT NECESSARILY REFLECT POSITIONS OF THE NATIONAL SCHOOL BOARDS ASSOCIATION
SEPTEMBER 1983
23
would have you believe. They say Yes, as
page of comments to their survey re-
the contention that it's unworkable and
long as the salary-determining criteria are
sponses, explaining and qualifying their
opens the door to favoritism. Their
combined with seniority and academic
answers (see article on page (). Neverthe-
stance: The only objective, even-handed
credits in some way. A striking 41 percent
less, our findings suggest that teachers
way to differentiate among teachers for
of the respondents say effectiveness and
don't intend to be left out in the cold on
salary purposes is by seniority and train-
seniority/credits should be given equal
the merit pay issue. Teachers seem to be
ing (more specifically, academic credits
weight in determining salary increases.
saying, "If the President can use merit
Another 26.8 percent believe both factors
pay in his campaign for high quality edu-
H
Lately, both A.F.T. and N.E.A. have be-
gun to ease their positions somewhat-
should be considered, with greater weight
cation; if the American public agrees with
A.F.T. even more than its competitor (see
given to effectiveness. As for the stance
him that we should be paid on the basis
related stories on pages 00 and (0). But
2
traditionally taken by the teacher unions,
of merit; if the teacher unions themselves
teachers responding to the JOURNAL sur-
only 17.6 percent of teachers themselves
are softening on the issue-then we want
vey appear to be way out in front of the
want seniority and academic credits to be
our opinions known, too."
union leadership on the merit pay issue:
the sole criteria for determining teachers'
Here's a closer look at what our study
61.5 percent of respondents affiliated
salary increases. An additional 11.5 per-
revealed:
with N.E.A. and 62.1 percent of those af-
cent would like both factors considered,
filiated with A.F.T. say Yes, salary in-
with greater weight given seniority and
Classroom effectiveness
creases should be pegged to classroom ef-
credits.
Pegging teacher salary increases to
fectiveness. An even greater percentage of
Keep this in mind, however, if your
classroom effectiveness is the heart of the
nonunion teachers-76.4 percent-ap-
school system is considering a merit pay
merit pay question-and 62.7 percent of
prove of the idea.
system based on performance alone: Only
the teachers who responded to our survey
What's clear from these data is that
3.1 percent of the respondents would like
agree that more effective teachers should
making salary increases contingent at
to see classroom effectiveness used as the
receive greater salary increases than
least partially on merit is an idea teachers
only standard for salary increases. (In
should less effective ones.
are willing to consider-no matter what
short, trying to impose such a single-issue
That's contrary, of course, to the long-
you've heard in the past. And that's true
pay system could pit your teachers against
standing union position: The two leading
for all kinds of teachers, with some in-
you right from the outset.)
teacher unions-the American Federation
triguing, though minor, demographic dif-
Interpreting the raw facts of our find-
of Teachers (A.F.T.) and the National Ed-
ferences. A few examples:
ings too broadly could be dangerous, of
ucation Association (N.E.A.)-traditional-
Years in teaching. Younger, newer
course. Many respondents added a full
ly have opposed the merit pay notion with
teachers are more likely to say raises
To
COME
24
THE AMERICAN SCHOOL BOARD JOURNAL
should be tied to effectiveness than are
is to agree that teachers should be re-
Community type. Although the dif-
those who've been in teaching 15 years or
warded according to classroom perfor-
ferences are slight, one cautious conclu-
longer. The details: 62.7 percent of all re-
mance: 55.3 percent of elementary school
sion might be drawn: The more urban the
spondents agree with the statement, and
teachers, 64.7 percent of middle school
community, the less likely teachers are to
59.1 percent of those who've been teach-
teachers, 65.7 percent of junior high
agree that they should be rewarded on the
ing 15 years or longer agree. By contrast,
school teachers, and 69.2 percent of se-
basis of classroom effectiveness: 59.4 per-
a whopping 85.3 percent of teachers in the
nior high school teachers endorse the core
cent of the urban teachers; 63.7 percent
profession for fewer than three years
concept of merit pay.
of the suburban; and 64 percent of the
agree that salary increases should be
pegged to classroom effectiveness.
All this makes sense: Older teachers
tend to be at the top of the pay scale in
their school systems and therefore have
But U.S. teachers
a vested interest in keeping the salary
schedule as it is. (Another possible inter-
pretation, of course, is that they have a
oppose scarcity bonuses
greater appreciation of the potential pit-
falls of implementing a merit pay pro-
Teachers endorse the core concept of
stipends or higher than customary sal-
gram.) Newer teachers, on the other
merit pay (see article beginning on page
aries, for example)."
hand, tend to be on the lower rungs of
99), but they take a dim view of school
Rejection of the idea doesn't depend
the salary ladder-and have much to gain
systems paying bonuses to colleagues
on a teacher's grade level-elementary,
by going to a merit pay system. But re-
who teach in understaffed subject areas
middle, junior, or senior high school.
member: Although older teachers agree
(such as science and mathematics). In-
Nor does marital status, sex, or com-
less often, the difference between them
deed, according to 68.4 percent of
munity type make a difference in teach-
and younger teachers is slight. A substan-
teachers responding to the JOURNAL sur-
ers' attitudes toward bonuses.
tial majority of older teachers, like their
vey, such bonuses are unacceptable.
What do make some differences are
colleagues, approve the merit pay con-
Bonus plans or differential pay pro-
years in teaching, union membership,
cept. (After all, older teachers, by their
grams-whereby school systems offer
and tenure status. The specifics: Of
years of experience, also could benefit by
bonus stipends or higher salaries to in-
those who've been in teaching three
being paid according to classroom effec-
dividuals teaching subjects in which a
years or fewer, 47.1 percent think bo-
tiveness.)
shortage of teachers exists-are a separ-
nuses are acceptable. Union affiliation
Tenure. Nontenured teachers are
ate issue from merit pay, to be sure.
also makes a difference: 50 percent of
more likely to agree with the merit pay
Nevertheless, our survey asked teachers
nonunion teachers approve of bonus
idea than are tenured teachers-although,
about the bonus pay issue because some
plans but only 30 percent of teachers
once again, the majority of both still
school boards are considering such
who are affiliated with a national union
agree with the core concept of merit pay
plans to attract more qualified teachers
approve of such plans. And nontenured
(70.2 percent of nontenured and 61.2 per-
to certain subjects.
teachers are more likely to approve of
cent of tenured teachers agree). And this
An example is Houston's Second Mile
bonus systems (41.5 percent) than are
finding, too, makes sense: Both tenured
Plan. It works this way: Teachers who
tenured teachers (30 percent).
and nontenured teachers could benefit by
are absent five days or fewer during the
What these data suggest: Teachers
being paid on the basis of merit: but ten-
school year are eligible for bonuses of
who are established in teaching and in
ured teachers-who are installed in their
from several hundred dollars to $2,000
a higher position on the salary schedule
positions, with both seniority and ad-
if they meet a "critical need" of the
don't like the idea of some teachers
vanced training under their belts-are less
school system. Teachers meet critical
being treated as special. But those who
likely to want changes in the current sal-
needs if they teach mathematics,
are new to teaching, are at the bottom
ary system.
science, or bilingual education; if they
of the salary ladder, haven't bought into
Sex and marital status. Whether
teach in an inner-city school; or if they
the union stance, and aren't sheltered
teachers are male or female, married or
teach in a school where students im-
by tenure are more likely to think that
not has only a minor influence on their
prove their overall performance.
the benefits of a bonus plan outweigh
opinions about being rewarded for class-
Bonus plans are controversial, and
its disadvantages.
room effectiveness. Male teachers agree
the teacher unions firmly have opposed
Not surprisingly, a teacher's subject
with the core concept of merit pay (66.3
them as demoralizing and unfair. But
specialty also makes a difference in
percent of the men) more often than do
we wanted to find out what teachers
whether that teacher likes bonus plans:
female teachers (59.9 percent of the
themselves think about bonuses in
62.3 percent of science teachers think
women). Married teachers agree more of-
shortage areas.
bonuses are acceptable, as do 62.4 per-
ten (64.1 percent of the married teachers)
Only 31.6 percent of teachers agree
cent of mathematics teachers.
than do teachers who are single (59.6 per-
with the following statement we posed
Which teachers think the least of bo-
cent of the single teachers), divorced (56.6
in the survey: "If a shortage of teachers
nuses? Only 19 percent of vocational ed-
percent of the divorced teachers), or
exists in a specific discipline (English,
ucation teachers, 18.9 percent of social
widowed (52.2 percent of the widowed
music, mathematics, science, and so
studies teachers, and 16.4 percent of
teachers).
on), the school system is justified in of-
English teachers think bonus plans are
School type. The higher the grade
fering teachers specializing in that dis-
an acceptable way to overcome staffing
level taught, the more likely the teacher
cipline extra financial incentives (bonus
shortages.-M.C.R.
SEPTEMBER 1983
25
rural teachers agree with the basic idea of
So for those who eschew the principal,
credits. Years in teaching, type of school,
merit pay.
who is preferred as the evaluator? Re-
community type, sex, marital status,
spondents divide their choices primarily
teaching specialty, region-none of these
Who should evaluate
between other teachers and department
factors seems to influence their opinions.
If teachers are going to be given salary
Indeed, the only two categories in which
increases on the basis of classroom effec-
ATTENTION researchers, administra-
any differences stand out are union mem-
tiveness, someone has to judge which
tors, school board members, and
bership and tenure status.
teachers are effective and which aren't.
others interested in studying the full
Union membership. Teachers who
We asked teachers who should do that
are not affiliated with N.E.A. or A.F.T.
results of the JOURNAL'S survey of U.S.
judging. Although a plurality (39 percent)
stand out from the crowd: Although 41
teachers' attitudes toward merit pay:
of respondents say the principal should
A copy of the complete survey-in-
percent of teachers as a whole think effec-
do the evaluating, some differences ap-
tiveness and seniority/credits should be
cluding state-by-state breakdowns-is
pear among union and nonunion teach-
available for $95. You get a full print-
given equal weight in determining salary
ers, as well as among those who teach at
out of computer-run tabulations and
increases, only 34.3 percent of nonunion
different grade levels.
cross-tabulations for all survey vari-
teachers want the two factors weighted
Union membership. Teachers who
ables, including various correlational
equally. And they're also less likely to
are not members of N.E.A. or A.F.T.
analyses. Send your check or purchase
want seniority/credits alone to determine
choose their principal 52.2 percent of the
order to: The American School Board
increases: Compared with 17.7 percent of
time-far more often than the 39.2 per-
JOURNAL, 1055 Thomas Jefferson St.
all respondents, only 11.4 percent of non-
cent of N.E.A. members and the 33.1 per-
N.W., Washington, D.C. 20007. Al-
union teachers opt for seniority/credits
cent of A.F.T. members. Union members,
alone.
low six weeks for delivery.
by contrast, stick with their peers: 25.4
Union members make much the same
percent of N.E.A. members and 27.5 per-
choices as teachers as a whole-17.4 per-
cent of A.F.T. members prefer having
heads. Middle school teachers choose
cent of N.E.A. members and 22.4 percent
other teachers evaluate them. Among
peers 22.2 percent of the time and depart-
of A.F.T. members say seniority/credits
teachers who belong to neither union,
ment heads 16.3 percent; junior high
should be the sole determinant of raises.
only 18.8 percent want other teachers to
teachers name peers in 28.8 percent of the
Here's what nonunion teachers think
judge their classroom performance.
cases and department heads 21.2 percent.
should determine salary increases: 42.9
School type. Elementary school
High school teachers prefer peers (31.3
percent say both effectiveness and senior-
teachers-56.3 percent of them-prefer
percent), but also would accept depart-
ity/credits should be considered, with
to have their principal evaluate their class-
ment heads (28.1 percent). And that
classroom effectiveness given more
room performance. The higher the grade
makes sense: If you teach biology, you'd
weight. (Compare that with the 26.6 per-
level taught-and the more likely that
probably prefer to have another biologist
cent of all respondents who favor that op-
teachers must specialize in certain subject
evaluate your effectiveness as a teacher.
tion.)
areas-the less they tend to choose their
Tenure status. Like nonunion teach-
principal for performance appraisal: 38.9
How to determine raises
ers, nontenured teachers also stand out
percent of middle school teachers, 28.8
Teachers are remarkably united in how
from teachers in general. Nontenured
percent of junior high teachers, and only
they think salary increases should be de-
teachers are even less likely than the
21.4 percent of high school teachers want
termined. Effectiveness, they say, should
others to choose seniority/credits as the
the principal to do the evaluations.
be considered along with seniority and
sole criterion (10.4 percent compared with
To
LOVE
Co
ME
26
THE AMERICAN SCHOOL BOARD JOURNAL
17.7 percent of all respondents). And
An issue for the national agenda
lowing cream to rise to the top, that's not
nontenured teachers are more likely to say
Merit pay, it's clear, is a front-burner
surprising.
both factors should be considered, with
political issue-for the moment, at least.
What is surprising, in view of tradition-
effectiveness given more weight (34.9 per-
The Reagan Administration, equating
al union rhetoric, is the support you're
cent compared with 26.6 percent of all re-
merit pay with high-quality education, re-
likely to get if you play your cards right.
spondents). All this seems reasonable:
cently has been spearheading the call for
If your board wants to implement a fair,
Tenure is determined chiefly by seniority
paying teachers according to merit; and
objective system giving the better salary
and academic credits, so nontenured
according to a recent Newsweek magazine
increases to the more effective teachers,
teachers wouldn't benefit from a pay sys-
poll, 80 percent of the American public
our survey makes it clear: The teachers
tem based on these two items alone.
agrees. In a society that prides itself in al-
are on your side.
Diazen
(making this points
Teacher comments: from growls to gratitude
Although the teachers who responded
vulnerable to administrative pressure.
would decide who is effective. What
to the JOURNAL'S survey endorse the idea
[Along with instituting merit pay,]
happens the year a teacher has a particu-
of merit pay (see article beginning on
schools should lobby to abandon tenure
larly slow class or emotionally handi-
page 23), they also see its awesome com-
and seniority and spend time creating a
capped class and is judged on the rate
plexities. Many wrote comments about
viable employe evaluation instrument."
of passing/failing? I see too much room
merit pay and its various advantages
A California teacher with 24 years of
for human error."
and disadvantages; others added de-
classroom experience writes 'Higher
Raise all teacher salaries: Asks one
tailed explanations of why they re-
pay for the more effective teacher
teacher: "How can anyone criticize or
sponded the way they did; a few even
would, in my opinion, be a real incen-
penalize one teacher over another when
wrote us impassioned letters. Here,
tive for other teachers to improve."
everyone is working so conscientiously
then, is a brief rundown of some of the
Merit pay opens the door to favor-
and everyone's grossly underpaid?"
comments teachers have about merit
itism: From Illinois, a teacher with 14
Don't abandon seniority: A Cali-
pay, grouped according to sentiment:
years in the classroom asks, "How
fornia teacher says, "I have taught for
Merit pay will improve education:
could any of us dare to be active in our
26 years. This year has caused me to feel
A Wisconsin teacher with 16 years of
teacher association if we were evaluated
great pressure. I believe the administra-
classroom experience writes, "The only
by the same person with whom we are
tion would like me to leave, which
way to achieve excellence in education
sometimes at odds?" And a New Jersey
would allow the schools to hire two less
is to reward the excellent teachers and
teacher says, "The idea of merit pay is
expensive teachers. Somehow, the sys-
get rid of the deadwood." Adds a four-
good but determining who is worthy of
tem has to protect people like me, as
year teaching veteran from North
it is another matter."
well as attract new teachers."
Dakota: "Talented teachers who excel
Effectiveness is hard to measure: A
It's going to take more than merit
should receive merit pay. The concept
New Hampshire teacher states simply,
pay to improve the quality of education:
of salary schedules serves only to protect
"There's no fair way of determining
A teacher with seven years of teaching
average and below-average teachers."
merit." And cautions a Georgia teacher:
experience in Tennessee writes, "I feel
Merit pay is unnecessary: Writes an
"To determine the effectiveness of a
that all teachers should be paid more,
Ohio teacher who has logged 22 years
teacher is very difficult. It would be al-
but that's only one thing we need to
as a teacher: "In most cases, an ineffec-
most impossible to do without observing
improve the status of education. [Also
tive teacher is weeded out through the
the teacher every day, all day." A 13-
needed:] increased federal funding; in-
ordinary evaluation process-if admin-
year teaching veteran from Illinois asks,
creased local and state funding; a school
istrators are doing their jobs effective-
"How do you determine the effective-
day that's filled with basic studies, not
ly." A North Carolina teacher with
ness of an advanced placement chemis-
social progress courses; at least three
seven years of experience says, "Teach-
try teacher versus the effectiveness of a
years of mathematics in high school;
ers who are ineffective should not be
special education teacher who
and parents' concern for education."
teaching. All merit pay does is cause dis-
works with five severely handicapped
A few teachers were incensed that the
cord among members of the teaching
students?"
JOURNAL asked for their opinions: "You
profession.
Performance appraisals
think teachers are fools," writes one.
need to be done to help identify a teach-
The people who determine which
"How dare you." Another says, "You
er's possible weaknesses, so that the
teachers will receive merit pay will be
must think teachers are nincompoops if
teacher can improve. These appraisals
viewed with suspicion: Comments a
you expect them to respond to a ques-
should also identify strengths."
New York teacher: "If merit pay were
tionnaire that's a stacked deck."
Merit pay will raise the quality of
to be decided by the hierarchy of our
Not all teachers feel that way, of
teaching: A 15-year teaching veteran
district, it would be grossly unfair.
course: A California teacher with 21
from Illinois comments, "The teachers
Those who have been selected to 'lead'
years of teaching experience says, "Edi-
who have chosen not to work as effec-
us have a minimum of experience and
tors, thank you for soliciting the views
tively as they might have now seem in-
competence in the classroom, yet they
of teachers on this issue."-M.C.R.
SEPTEMBER 1983
27
406B/12
Yes-merit pay can be a horror, but a
few school systems have done it right
J
By Jerome Cramer
tion of the report of the National Com-
ing evaluation in order to get additional
mission on Excellence in Education; the
reward."
T
HE IDEA OF pay for performance
section reads, "Salary, promotion, tenure
Within a matter of weeks, merit pay for
makes perfect sense to most school
and retention decisions should be tied to
teachers was plucked from the pages of
board members, administrators, taxpay-
an effective evaluation system that in-
education journals and placed in the
ers, and even teachers (see the results of
cludes peer review so that superior teach-
ranks of topics being bandied about on
an exclusive JOURNAL survey beginning on
ers can be rewarded, average ones encour-
television talk shows and editorial pages.
page 23). But putting merit pay plans into
aged, and poor ones either improved or
The public was faced daily with angry
effect in your schools will be the challenge
terminated."
teacher union leaders denouncing merit
of the decade, calling on all the human
This portion of the commission's re-
pay as "union busting," and politicians,
relations and management skills your
port was music to the ears of Secretary
including many school board members,
board can muster. The reason for this, of
of Education T.H. Bell, who has written
avowing that merit pay makes sense and
course, is that it's a highly emotional issue
about merit pay as a concept since the
should be practiced in all school systems.
(as are all pocketbook concerns) about
early 1960s. (In 1963, in fact, while he was
The trouble with the debate we all wit-
which nearly everyone has an opinion:
a school administrator, Bell wrote an ar-
nessed is that both sides are dead wrong.
Teacher unions traditionally oppose merit
ticle for The American School Board
Teacher union members who adamantly
pay, on the ground that it rewards a few
JOURNAL
entitled
Twenty
keys
to
suc-
oppose merit pay ("It's never worked,
to the exclusion of the majority of compe-
cessful merit ratings. Most educators in
and it's never going to work," said one
tent teachers; principals are understand-
the late 1960s and '70s ignored the issue
enlightened official of the National Edu-
ably wary of it, because they often are the
of merit pay-when teacher unionism was
cation Association) and school officials
ones responsible for determining which
on the rise-but Bell remained a true be-
who think it should be started tomorrow
teachers will receive merit bonuses; and
liever. Soon after last spring's well-pub-
either are naive or misinformed. Fact is,
the public clamors for any measure that
licized commission report was released,
merit pay can work and does work. But
will attract and keep good teachers.
President Reagan picked up Bell's enthu-
if it isn't handled with caution, it will
The issue is not new. According to the
siasm for the idea of merit pay and began
blow up in your face-turning now-recal-
Educational Research Service (E.R.S.), the
stumping the country and making it a na-
citrant union leaders into prophets.
first formal merit pay plan for teachers
tional political issue.
To make merit pay work in your schools,
was created in 1908 in Newton, Mass.; by
The Reagan Administration, whose
you must study it and plan for its debut.
the 1920s, merit pay was the preferred
main education concerns previously had
Put simply, merit pay is a compensation
system of compensation in the majority
been limited to support of tuition tax
system that pays performance bonuses to
of U.S. school systems. It was preferred,
credits for private schools, abolishment
teachers who-through some system of
according to one education researcher,
of the Department of Education, and
evaluation-are recognized as being effec-
because it allowed school systems to pay
dedication to the reinstatement of school
tive at their jobs. The debate rages, how-
men more than women, white teachers
prayer, suddenly discovered it had a po-
ever, over how those good teachers are
more than blacks-in short, because it al-
litical issue: Like a batter lunging at a
evaluated and selected and over who
lowed school boards to be autocratic and
hanging curve ball, political strategists in
makes that determination. Teacher union
paternalistic in dealing with teachers.
the Administration leaped at an issue that
leaders fear that merit pay will be used
With the advent of tenure laws, salary
pitted concerned parents against giant
as a means to punish the majority of
schedules, and teacher unions, however,
teacher unions (whose leaders tradition-
teachers (who are underpaid to begin
merit pay fell out of favor. Currently,
ally support Democrats). These strategists
with, in the eyes of most objective observ-
says E.R.S., fewer than 4 percent of school
placed the President on the side of popu-
ers), while helping only a handful of
systems in the U.S. use merit pay plans
lar public opinion against the unions'
teachers who are singled out as meritori-
for compensating teachers.
vested interests. In the words of Yale Uni-
ous. "Merit pay has been used time and
The recent attention paid to the concept
versity President A. Bartlett Giamatti,
time again in the past to pay a few people
of merit pay comes from a curious source:
merit pay was a tailor-made political issue
more so that many more could be paid
Hungry national politicians, prowling for
because "The teachers have a fundamen-
less," according to Willard McGuire, who
a campaign issue, seized upon a single sec-
tal problem
On one hand, they wish
recently completed two terms as president
for the attention they deserve; and on the
of the National Education Association
Jerome Cramer is features editor of the JOUR-
other hand, they object to what millions
(N.E.A.), the largest teacher union in the
NAL.
of people already go through-undergo-
(Continued on page 33.)
28
THE AMERICAN SCHOOL BOARD JOURNAL
406B/12
(Continued from page 28.)
ers were outstanding," he says. But the
pay grid depending on level of education
U.S. He adds, "Perhaps the most serious
choice was to divide the money among 58
(bachelor's degree, master's degree,
fault is that merit pay assumes that only
teachers or narrow down the field further
master's degree plus 15 hours of credit,
a small percentage of teachers is meritori-
and give sizable chunks of money to a
master's degree plus 30 hours of credit);
ous-and that [those teachers] can be
few. The school board, which originally
each of these.levels also has locally de-
identified."
slated $20,000 for bonuses, upped the
veloped, specific performance criteria that
According to Glen Robinson, president
kitty by $5,000 and decided the bonuses
measure merit. (These criteria become
of E.R.S., McGuire's position might not
would be $1,000 each.
more challenging as teachers' experience
be altogether wrong-based on the past
This is exactly the kind of thinking that
and levels of education increase. Teachers
record of merit pay plans that have failed.
infuriates teacher union leaders; it also
in Dalton over the years have had a major
Robinson says the reason many merit pay
usually spells defeat for the merit pay
voice in determining the performance cri-
plans bite the dust in public schools is that
plan. "Suppose you go into my building
teria. All evaluations are conducted by the
the most important component of the
and you decide
to identify 15 percent
teacher's principal and are reviewed by
plans-evaluation of teachers-has been
[of teachers as meritorious], says new
the superintendent.
weak or unfair. Also contributing to the
N.E.A. President Mary H. Futrell. "But
According to Frank Thomason, assis-
failure: "Much of the pressure for merit
when you conduct the evaluation, you de-
tant superintendent, the merit pay in-
pay for teachers has come from individ-
termine that 30 percent meet the stan-
creases Dalton teachers earn are substan-
uals or groups who resent incompetent
dards you set. What do you do with the
tial. "Good teachers might make between
teachers in the classroom," Robinson
other people?"
$2,000 and $3,000 extra each year if they
says. The response to this pressure to get
Penn Manor's Brooks counters that a
are rated as superior," he says. Thoma-
rid of poor teachers, he says, has been "to
merit pay program, however imperfect,
son adds that teachers tend to trust the
institute some type of merit pay plan that
is better than no plan at all. Unfortu-
principals' evaluations, because all of the
rewards superior teachers" but virtually
nately, this reasoning doesn't mean much
system's administrators are required to at-
ignores the average or less-than-average
to teachers who have to face friends and
tend classes on performance evaluation
teacher. According to administrators and
spouses who want to know why they
and be certified by the state as evaluators.
board members whose school systems run
weren't selected for merit pay (astonish-
A unique aspect of the Dalton program
successful merit pay programs, the prac-
ingly, this school system announced the
is that the merit pay decisions can be ap-
tice of using money as a tool to punish
winners publicly). One Penn Manor high
pealed by teachers. "We sometimes have
some teachers while throwing dollars at
school science teacher commented that
one or two teachers who feel that they
a handful of other teachers selected as su-
when he was not listed as a merit winner
have not been treated fairly," says Bill
perior can lead only to disaster.
in the local newspaper, his family and
Weaver, director of personnel, "so these
Consider the case of Penn Manor
friends viewed it as evidence that "I'm
teachers meet with the superintendent and
School District in Millersville, Pa. Last
not excellent in my field."
principal and work out a plan and are re-
May, the school board handed out $1,000
Fredric Genck, school board president
evaluated in December of the next year.
merit bonuses to 25 of its 215 teachers.
in Lake Forest, Ill., and a management
If the teacher meets the goals that are
The board created the bonuses with the
consultant familiar with merit pay plans,
agreed upon-and most all teachers do-
best of intentions: to provide an incentive
says Penn Manor's experience is typical
their merit pay raise is retroactively
for other teachers to strive for excellence.
of the trouble school systems can en-
worked into their salary schedule." The
Instead, the plan blew up like a cheap
counter when they adopt ill-conceived
major strength of the program in Dalton,
carnival cigar, angering a number of
programs: "Many school board members
says Thomason-a crucial condition un-
teachers-including some of the ones who
want to be cautious and start out with a
successful merit pay programs often
received the bonuses.
small program, hoping that it can be ex-
lack-is that all teachers who are per-
Barbara Andrew, an English teacher
panded. But with merit pay, that ap-
forming up to expectations receive merit
who received one of the $1,000 awards,
proach won't work. Unless you plan care-
awards. "Some earn more or are re-
was "horrified" by the impact of the
fully and include your entire teaching
warded more than others," he says, "but
bonus on her fellow teachers. "[Teachers]
corps in an evaluation plan that it helps
just because one teacher is awarded $200
receive very little praise throughout their
develop, your merit pay plan is doomed
more than another doesn't mean both
careers-from students, from parents, or
to failure."
teachers aren't valuable."
from administrators," she says. "Thus,
Involving all teachers in an evaluation
Most observers agree that merit pay
to keep on teaching, [teachers] must de-
and merit pay plan has proved successful
works best in school systems where (1) the
velop their own self-confidence, fed
in Dalton, Ga., where merit pay has been
amount of money offered provides a real
mostly from within. When nearly 90 per-
in operation for 20 years. In Georgia, the
incentive to improve performance, (2) all
cent of teachers are told they don't mea-
state department of education sets base-
teachers in the system are evaluated on
sure up, their confidence is shattered."
level salaries for different categories of
the basis of agreed-upon criteria, and (3)
A major problem the Penn Manor plan
teachers (according to their academic de-
evaluation is conducted with fairness.
faced was a lack of funding. Assistant Su-
grees and hours of postgraduate study).
All three components exist in Ladue,
perintendent Jerry Brooks says that when
School systems can use local funds to pro-
Mo., a wealthy school system outside St.
the committee charged with evaluating
vide merit pay supplements to the teach-
Louis, where a merit pay plan has worked
teachers narrowed down the field of can-
ers' base pay.
for 30 years. Superintendent Charles Mc-
didates, 58 teachers were considered ex-
In brief, the Dalton plan works like
Kenna, who quietly has run the program
ceptional. "By our measure, these teach-
this: Each teacher is placed on the state
for 20 years, says simply, "The program
4032311
SEPTEMBER 1983
33
their colleagues
makes sense. We're not trying to be evan-
tors, and you've got to give people
find a way to measure teacher perfor-
gelistic about this; we don't want to con-
time-perhaps two or three years-to ad-
mance: individual performance in the
vert anybody. But merit pay works."
just." He suggests that in a school system
classroom, performance as a team member
In Ladue, teachers are awarded up to
with a history of labor troubles, the sub-
(working with other teachers to develop
15 points (each worth $300) based on per-
ject of merit pay should be downplayed
new approaches to teaching or putting on
formance. "We have categories that cover
while teachers and administrators work
inservice programs for other staff mem-
how teachers work with pupils, parents,
on developing trust and new evaluation
bers), and a "creative section" in which
and colleagues; how they improve them-
systems.
individual teachers write their own pro-
selves professionally; and how they work
"Education is a human relations indus-
grams for self-improvement to help meet
to improve the curriculum within the
try, and that's what makes evaluation of
the stated goals of the school system.
school and the system," says the superin-
teachers so difficult," admits Genck.
Each of the system's teachers meets
tendent. Like the-merit/pay program in
"Administrators and teachers have to de-
with his principal at the middle of the year
Dalton, Ga., Ladue teachers who are in
velop evaluation plans that teachers ac-
(for a progress report) and at the end of
higher pay grades (based on seniority and
cept as fair and beneficial. Once the sys-
the year (for a final evaluation). The
education level) are expected to perform
tem of evaluation is agreed upon-and
teachers bring materials to these meetings
at a higher level to meet their goals.
teachers have to agree that performance
to back up their claims of performance:
McKenna says merit pay has brought
can be measured by a system that they
videotapes of class performance, lesson
stability to the teaching staff: "One of the
help develop-it's only a short step to
plans, records of test scores. The evalua-
biggest problems in most school systems
pay-for-performance plans."
tion committee-made up of school
is that very bright teachers get stale after
Teacher evaluations must use objective
board members and administrators-
five or six years and leave for other pro-
measures of success (such as increases in
reads each of the teachers' plans and
fessions. A merit pay plan won't get
standardized test scores) as well as more
awards a score. A teacher who reaches all
teachers rich, but it will give them a
subjective gauges (such as surveys of
stated goals can receive a bonus of up to
chance to shoot for higher goals and to
parental and teacher attitudes), all of
15 percent of his salary, says Alexander:
be rewarded for their performance."
which can be communicated to the public
In the past three years, several teachers
McKenna adds that less-than-wealthy
as justification for teacher raises. In Lake
have reached this level (and three teachers
school systems also can use merit pay to
Forest, Genck says, the use of such mea-
have received no increase at all), but the
reward teachers, pointing out that private
surements has "increased board confi-
average merit bonus handed out by the
companies often use merit pay even when
dence that money is being spent for good
district amounts to a percentage just
they are facing tough financial times. "If
performance, raised teacher morale, and
above the average increase paid to teach-
a company has a bad year and there isn't
avoids the 'they only give us money to
ers in other area school systems.
much money to be spread around, most
avoid a strike' attitude of some teachers."
"In the years we have worked on the
of them still offer raises based on merit,"
Genck concludes, "Teachers who say
program, I'd say that the board-and es-
he says. "Administrators and school
merit pay doesn't work are just plain
pecially the community-is very pleased
boards should adopt the notion that any
wrong. It's worked here [in Lake Forest]
with merit awards," Alexander says. "We
increase given should be based on per-
for ten years; test scores are up and
have been able to ask taxpayers for more
formance."
steady, employe morale is good, and par-
money, because they recognize what they
Consultant and board president Genck
ents are happy with the schools."
are getting for their taxes. We publicize
couldn't agree more. He recently pub-
In tiny Round Valley, Calif., a some-
the successes we are able to document
lished a book on improving school system
what different merit pay plan has been
through the merit pay approach [although
performance. In it, he writes that the
operating for three years, thanks to the
individual teachers' performances are not
move toward merit pay is the opening
urging of School Board President Bruce
publicized], and now citizens know more
salvo of a "public management revolu-
Alexander. Alexander, who works for a
about the good things going on in their
tion." What's more, Genck says, "Any
company that pays employes bonuses
schools."
school board member who is spending the
based on productivity and performance,
Alexander says he is most pleased,
public's money on teacher salaries with-
became convinced several years ago that
however, that "We treat teachers like pro-
out pay-for-performance plans should be
such bonuses could work for teachers.
fessionals, and now we pay them like pro-
thrown out of office. These boards have
"We have only 30 teachers in our
fessionals. As a result, some of our best
been abusing the public's trust-and
school system, and all of them should be
teachers have told me they are going to
taxes."
paid more. But people don't want to tax
stay in teaching. Everyone likes to be re-
After working with more than a hun-
themselves to pay for teachers when there
warded and recognized for good work."
dred school systems on evaluation pro-
is no way to differentiate between a good
The current political stirrings aside
grams, including merit pay programs,
teacher and a mediocre teacher," he says.
then, merit pay plans deserve your atten-
Genck says the philosophy of any school
Three years ago, during teacher con-
tion if for no other reason than that they
system-with hard work and careful plan-
tract negotiations, Alexander says, the
can encourage your best teachers to stay
ning-can be molded to allow a merit pay
board okayed the teachers' total salary re-
right where they're needed most-in your
program to succeed.
quest figure-on the condition that it be
classrooms. Your challenge is to guide the
"You can't develop a merit pay plan
handed out as bonuses that would not be
merit pay plan beyond the procedural dif-
and push it from the top down," Genck
subject to grievance hearings. The teach-
ficulties. If you succeed, so do your good
warns. "Merit pay is going to be a diffi-
ers agreed, and the school board created
teachers and, ultimately, so do your
cult change for teachers and administra-
a committee (which included teachers) to
schools.
34
THE AMERICAN SCHOOL BOARD JOURNAL
406 RIK
Heed these voices of merit pay experience
If your board is considering a merit pay
ence with merit pay insist that you can't
the school year working on personnel
plan for your school system, take a tip
reward some teachers unless all teachers
evaluations. "You can't tell a principal
from those who successfully have imple-
who are performing up to expectations
that he has to evaluate his staff fairly
mented such plans: Brace yourself for
receive rewards as well. In other words,
and then not recognize how this will
long sessions of persuasion and compro-
merit pay should be awarded in addition
change the principal's responsibilities
mise. If you attempt to move too quick-
to reasonable pay increases.
and time commitments," he says.
ly or force merit pay on teachers without
Train principals and other evalua-
Don't overlook the public relations
listening to their concerns and address-
tors to measure teachers' effectiveness
aspect of merit pay programs. Adminis-
ing their needs, your chances of success
on the basis of agreed-on criteria. Per-
trators and school board members who
will diminish; or in the words of Ladue
haps the most frequently voiced com-
run merit pay plans agree: The public
(Missouri) Superintendent Charles Mc-
plaint about merit pay plans is that they
likes knowing that teachers are being
Kenna, "Don't try it that way unless
allow principals-who usually do the
measured and rewarded for excellent
you are only a couple of years away
evaluations-to play favorites. Union
performance (although exactly which
from retirement."
officials claim that difficult teachers,
teachers get merit increases should be a
McKenna should know. He's run a
unpopular teachers, and teachers who
confidential personnel matter). Ladue's
merit pay program for 20 years. Mc-
request a lot of help (but who are effec-
McKenna says (and several Gallup Polls
Kenna (and others the JOURNAL talked
tive in the classroom) will be passed over
seem to confirm) that taxpayers will
with) offer plenty of advice for school
in favor of less competent colleagues
support school tax levies when citizens
board members and superintendents
who "go along" with the principal.
can see the results of their sacrifice.
who are interested in starting merit pay
You can defuse much of this criticism
Your job is to let taxpayers know about
plans in their schools. Their insights:
by making sure principals and other
the many forms of teacher excellence
If your state school code doesn't al-
evaluators-perhaps department heads
you are rewarding.
low differentiated pay schedules, work
or central office staff members-learn
Make sure you have enough money
with your legislators to pass laws or
evaluation techniques. If all your princi-
available to make merit pay attractive
amend the state education code to per-
pals are taught to measure performance
to teachers. Plans that allow only a few
mit merit pay. Often the publicity
in the same way, and if they all apply
teachers-regardless of the number who
needed to stir up public support for
uniform criteria that teachers under-
qualify-to be recognized won't be
merit pay can be created during debates
stand, the fear of favoritism should be
worth the effort, says Fredric Genck
over proposed legislation in the state
lessened. In Dalton, Ga., all principals
school board president in Lake Forest,
capitol-far from the front steps of
receive formal evaluation training and
III. (Teacher union leaders who are
your schools' central office building.
are certified in performance evaluation
reluctant to accept merit pay might con-
This public airing can help you identify
techniques by the state. In Ladue, Mo.,
sent if your money is green enough.)
the supporters and opponents of merit
principals take part in five-day work-
If teachers fight you about per-
pay in your school system long before
shops that show them how to evaluate
formance evaluation and merit pay, ask
the battle begins in your backyard.
teachers under the district's merit pay
them to defend the existing lock-step
Discuss your merit pay idea with
plan. Such training, says Frank Thoma-
salary schedule. "Once you and the
administrators. Before you broach the
son, assistant superintendent in Dalton,
teachers agree that there are ways to
subject with teachers, make sure you
Ga., "makes principals better leaders,
identify excellence," says Ladue's Mc-
have gathered ideas and opinions-and
defuses charges of favoritism, and is es-
Kenna, "it becomes almost impossible
support-from principals and other key
sential if the plan is to succeed."
for teachers to defend the status quo."
administrators. They can help you and
Make sure school system policies
Several of the school systems men-
your board determine how best to
and practices reflect the role of princi-
tioned in this article have materials
garner widespread backing for your
pals as instructional leaders and person-
available that describe their evaluation
plan. They also can help spot the in-
nel evaluators. Scott Thomson, execu-
and merit pay procedures in detail. If
dividuals in your schools who will sup-
tive director of the National Association
you'd like more information, send one
port (or oppose) such a plan. Also, de-
of Secondary School Principals, says his
large, self-addressed stamped-envelope
velop with administrators informal stra-
organization is cautiously backing the
per request to any or all of the follow-
tegies to handle possible criticisms, and
idea of merit pay, but he points out that
ing experts:
do this before the plan is introduced. As
most principals already are loaded with
Charles McKenna, Superintendent,
McKenna says, "You don't want to get
time-consuming tasks. If principals are
Ladue Public Schools, 9703 Conway
shot out of the saddle before the horse
to be instructional leaders-and they
Road, St. Louis 63124.
leaves the corral."
should be-superintendents will have to
Fredric Genck, Institute for Public
Make sure your merit pay plan
structure the principals' jobs to give
Management, 550 West Jackson Blvd.,
doesn't penalize some teachers. The idea
them time to become sufficiently in-
Chicago 60606.
of a performance-based pay plan is to
volved in evaluation. Dalton's Thoma-
Frank Thomason, Assistant Super-
measure and reward excellence, but
son says principals in his school system
intendent, Dalton Public Schools, P.O.
many superintendents who have experi-
spend from six weeks to two months of
Box 1406, Dalton, Ga. 30720.-J.c.
YOOBIR
SEPTEMBER 1983
35
manilla envelope /--/with 80 cents postage!--/-
Mulling the convention signals
1406BLR
At A.F.T., merit pay might
be just about to lose its taboo status
By Kathleen McCormick
close to being the issue during the conven-
pay, Tennessee Governor Lamar Alex-
tion. Between speeches and workshops,
anderalso initially was received with less
T
HE
AMERICAN Federation of
in hotel lobbies and at poolside, talk was
than unbridled enthusiasm by A.F.T. dele-
Teachers (A.F.T.) is listening care-
of whether (and how) teachers should be
gates. Yet Alexander was given a standing
fully to the national debate on merit pay
awarded extra pay for excellence in the
ovation at the end of his address, and
and is willing to talk about it. That was
classroom. Merit pay also became one of
Shanker told the delegates that Alex-
the message, right from the start, at
the arrows Shanker fired at the rival Na-
ander's master teacher plan* "has enough
A.F.T.'S annual convention held in July in
tional Education Association (N.E.A.). He
freshness
that I think you'll agree
Los Angeles.
blamed N.E.A., in fact, for making merit
that it deserves our consideration."
Although there was some speculation
pay "a life-and-death issue." Shanker
Asked later whether he would endorse
among the 2,400 delegates that longtime
Alexander's proposal, Shanker said No.
union president Albert Shanker would
He said, though, that the union "ought
call during the convention for a reversal
to be able, fairly soon, to come to an
of A.F.T.'S historical opposition to merit
Shanker: 'We
agreement" on a merit pay concept-but
pay, he did not endorse the concept or
any specific merit pay plan. Instead, he
Blk
not before the A.F.T.'S regional confer-
will not allow
ences scheduled for this month and next.
opted to call for more time to study vari-
The next day, A.F.T.'S position on merit
ous proposals and to come up with some
merit pay to
pay became a special order of business
guidelines on merit pay that are in line
with the union's philosophy. (More on
become the one,
brought before the delegate assembly by
the union's executive council. Part of the
that in a moment.) Before the convention
ended, though, bits and pieces of the
single, dominant,
"education reform" package (which was
passed by a ratio of about nine to one
union's position coalesced into a basic
exclusive issue
after a half-hour or so of debate) was an
outline of what any merit pay program
outline of A.F.T.'S interim position on
would have to include to be supported by
in the discussion'
merit pay. "Incentive pay or discretionary
A.F.T. And that support, Shanker sug-
merit pay is not the first and best way to
gested, could be forthcoming soon.
ensure teacher quality," the special order
The idea of merit pay seemed gradually
of business read. "Unfortunately, the
to gain respectability among the delegates
said, however, that it is important that the
public and the media are giving it more
during the course of the convention. At
two teacher unions work together in re-
attention than it deserves. In fact, it is our
first, there was a good-natured barb or
sponding to recommendations on how to
fear that a preoccupation with this single
two: Responding to a reporter's question
raise the level of quality in education.
idea will divert attention away from a set
during the convention's opening session,
And he made it clear that his union still
of proposals much more likely to solve
Shanker compared merit pay for teachers
opposes "traditional" merit pay plans.
the problem."
to singing in the bathtub: "I sing as well
The convention's focus on merit pay
Included in the statement's enumera-
as I possibly can, and no matter what you
was difficult to avoid; the lineup of con-
tion of more important matters: tests and
paid me, I would not sing better. Then,
vention speakers included, at center stage,
standards for all beginning teachers,
to cheers and applause from delegates,
President Reagan, a recent and vocal pro-
tougher teacher certification require-
Shanker gave the rallying cry: "We will
ponent of merit pay. Although the dele-
ments, a $6,000-$8,000 increase in first-
not allow merit pay to become the one,
gates generally were cool (sometimes
year teachers' salaries, fewer and more
single, dominant, exclusive issue in this
chilly) to the President, they applauded
generous salary steps, better classroom
national discussion" about improving the
Reagan when he commended the union
discipline, and fair and practical methods
quality of public education.
for "its fair and open-minded attitude
for removing incompetent teachers. The
Merit pay, however, came perilously
about things like new approaches to dif-
ferential pay" and for "demonstrating a
*A.F.T.'S reaction to Governor Lamar Alexander's
master teacher plan will be covered in greater depth
Kathleen McCormick is assistant editor of the
willingness to examine new ideas." An-
in the October issue of the JOURNAL.
JOURNAL.
other high-profile proponent of incentive
(Continued on page 49.)
36
THE AMERICAN SCHOOL BOARD JOURNAL
Mulling the convention signals
-406 BLK
At N.E.A., leaders erect a wall of
words around opposition to merit pay
By Ellen Ficklen
N.E.A. a chance to explain exactly why the
York, Pennsylvania, and Iowa-coun-
union is so convinced merit pay won't
tered with a substitute proposal that was
T
HE NATIONAL Education Associ-
work, and it helps ensure that teachers
less specific.
ation (N.E.A.) finally seems ready at
will have a voice in whatever changes
The press, which descended on this
least to discuss merit pay. But the union
eventually are made in individual school
year's "hot topic" convention in record
just might talk your ear off in the process.
systems.
numbers, clearly was looking for pithy
Before this year's convention, held in
Futrell's eagerness to broaden the de-
quotes and floor fights during the debate.
Philadelphia over the Fourth of July
bate notwithstanding, New Business Item
But the delegates didn't provide a floor
weekend, N.E.A. was perceived as stone-
D, which dealt with merit pay, was the
show; they just voted down the substitute
walling on the issue of merit pay. The sole
hottest issue brought before the union's
proposed and approved New Business
graffito on their wall: No way!
Item D. Many disappointed reporters de-
But as Robert Frost (and undoubtedly
cided to pack up their notepads and go
the English teachers at the meeting) could
home. Clearly, watching thousands of
have warned the union, when you build
As the Post was
N.E.A. delegates toe the line was not the
a wall, you must be sure you know what
Fourth of July fireworks they had ex-
you're walling in and walling out. To the
reporting stronger
pected.
dismay of top N.E.A. officials, the union
But what, exactly, had the delegates ap-
discovered in late spring that if you say
406
opposition, the
proved when they voted for New Business
No long enough and loud enough, the
public comes to perceive you as a nay-
B/K
Inquirer was
Item D? No one is sure. The majority of
delegates seemed to think they had passed
sayer. That, in turn, makes it easier for
someone-Ronald Reagan, say-to imply
saying N.E.A.'s
a tough-talking document that slightly
softens the union's opposition to merit
that N.E.A. is a major roadblock on the
stance against merit
pay and allows union leaders additional
interstate to excellence.
room for maneuvering, discussing, and
In response, new N.E.A. officials at the
pay had softened
negotiating. But the document also has
union's annual meeting did their best to
been referred to as "weasely worded." As
peek out from behind their wall. "We are
N.E.A. Vice-President-elect Keith Geiger
not negative," insisted President-elect
rather injudiciously admitted at his first
Mary H. Futrell. "We are open to de-
7,000 delegates. At stake was the union's
press conference, "There's going to be a
bate." Be that as it may, she and other
official statement on the subject.
lot of debate on what we passed."
officers made it clear that the union still
The new business item, entitled "N.E.A.
One reporter seeking clarification of
retains its historic dislike and distrust of
Action Plan for Educational Excellence,"
the document asked the officers for a one-
merit pay. Futrell put it this way: "We
is a lengthy, convoluted document that
sentence summary of N.E.A.'S position on
reject the term merit pay, as such. But it
calls for a teacher task force (backed up
merit pay. He didn't get it. It's not sur-
is only one of 36 items in the National
by $250,000) to help pursue excellence in
prising, then, that while the Washington
Commission on Excellence in Education
education. Included is this statement:
Post was reporting that N.E.A. has taken
report. We are willing to debate all the
"N.E.A. is categorically opposed to any
a stronger stand against merit pay, the
recommendations. We know everything
plan
that bases the compensation of
Philadelphia Inquirer was telling its read-
is not fine in the schools. But if all the
teachers on favoritism, subjective evalua-
ers that the union had softened its stance
debate is on merit pay, we're not talking
tion in the absence of clearly defined per-
on the issue. (What the statement actually
about reform. We want that debate to be
formance criteria, student achievement or
does is allow the union's national leaders
very broad."
other arbitrary standards."
to make their own judgment calls.)
(p)
This newfound willingness to talk
The item had the backing of the organi-
Then, at 4:30 p.m. on the last day of
seems to have a two-fold purpose: It gives
zation's board of directors, and Futrell
the convention, hardline opponents to
spoke from the floor in its favor. But dis-
merit pay attempted a clever parliamen-
Ellen Ficklen is an associate editor of the JOUR-
sention was brewing, and five state associ-
tary coup by trying to amend a resolution
NAL.
ations-Maryland, Massachusetts, New
(Continued on page 49.)
SEPTEMBER 1983
39
A.F.T.
down, but the discussion beforehand shed
success as a society is largely the result of
a glimmer of light on the union's attitude:
our public schools.
(Continued from page 36.)
The delegates bristled almost automati-
Can we improve our schools? Abso-
statement also included this qualifier:
cally at the term "merit pay," but they
lutely.
"While merit pay is not an A.F.T. policy,
seemed less ruffled by the term "master
But the way to do it is not with univer-
under certain circumstances, state federa-
teacher." The delegates did, indeed, want
sal criticisms and solutions. The way to
tions may feel the need to negotiate such
their union to be included in discussions
improve is to examine and state the spe-
plans.' Finally, the following criteria for
and negotiations on education reform-
cific knowledge, skills, and attitudes our
merit pay plans were included in the
even if that means merit pay has to be dis-
students need and don't have. Then, we
union's special order of business:
cussed. (The phrase "unequivocably op-
should cite examples of excellence in this
Any new compensation plan should
posed" would have prohibited N.E.A. rep-
country's schools and in other countries'
have as its core a higher base pay for all
resentatives from participating in such
schools that might lead to improved
teachers.
discussions.
standards.
New teacher evaluation patterns
The floor debate also produced at least
Upon reflection, it's clear: The com-
should be negotiated at the bargaining
one easily understandable pronouncement
mission on excellence has failed in its mis-
table and must offer protections against
on merit pay. When a delegate asked
sion. It has not promoted excellence.
subjectivity and local school politics.
newly appointed N.E.A. Executive Direc-
Alas, its report is mediocre.
Teachers who don't receive extra pay
tor Don Cameron for clarification on the
should suffer no loss of tenure, job secu-
subject, Cameron put it this way: "We
rity, or status.
are opposed to merit pay, but we are will-
Decisions to grant additional pay
ing to sit down and talk about anything."
must be subject to appeals and review
Not exactly a wall-crumbling state-
NSBA views
procedures that are fair and objective.
ment, but a bit of N.E.A.'S old resistance
Financial rewards must be part of a
could be sagging.
(Continued from page 58.)
same time, continuing NSBA'S commit-
plan that is committed to improving the
ment to equal educational opportunity,
conditions and pay of classroom teach-
access, and equity for all children, in-
ers-not simply adding new layers of ad-
cluding those in vocational, career, and
ministration.
Mashochists
special education.
Applying for and receiving additional
Requesting that the NSBA Confer-
salary should be voluntary and open to
(Continued from page 46.)
ence of School Board Association Com-
all; discretionary pay also should be
total of 360 days of instruction) were as
municators (COSBAC) develop a specific,
awarded to a substantial proportion of
well prepared for college study in the sci-
positive, and practical action plan for
the teaching staff.
ences as were the Chinese (with their 1,440
NSBA to meet the challenge posed by
Once additional compensation is
days).
the national reports, for consideration
made, it should not be subject to de-
The commission tells its "patient" it is
by the NSBA Board of Directors.
terminally ill-without offering the spe-
Reaffirming NSBA'S policy on the
creases at a later date.
federal role in education, as approved
Evaluation criteria should reflect the
cific nature of its malady. Is there a list
by its Delegate Assembly.
complexity of all factors contributing to
of words children should be able to spell,
Reviewing the relationship be-
teacher and student success. Measuring
but can't? Are there mathematical pro-
tween elementary/secondary education
teacher success simplistically-such as by
cesses all children should master, but
and higher education to improve artic-
using student achievement scores alone-
haven't? Are there grammatical construc-
ulation and foster a team concept be-
should be opposed.
tions students should know, but don't?
tween those who provide teacher edu-
Finally, the kicker:
Are there scientific principles students
cation and the school boards that em-
Even if all these criteria are met,
should have mastered, but haven't? Spe-
ploy teachers.
merit pay should not be imposed on
cifically, in what subjects and in what
Urging school board members na-
teachers and should not be adopted unless
ways do students need to learn more and
tionwide actively to seek opportunities
to speak at meetings of service clubs
local teacher unions have accepted the
better? For the hundreds of thousands of
and industry/business/labor organiza-
plans through collective bargaining or
dollars spent on the commission study,
tions in the local community as advo-
other appropriate action.
one would expect at least that degree of
cates for public education and for ade-
specificity, instead of empty charges
quate public school funding.
about mediocrity.
Maintaining a close liaison with the
Children reflect the homes from which
State Associations, including the State
N.E.A.
they come. If the homes are visited by vio-
Association Executive Directors' NSBA
lence, the children often are violent. If
Liaison Committee.
(Continued from page 39.)
reading and the appreciation of literature
NSBA believes that our country's
under consideration by the delegates. By
are present, the children will tend to re-
95,000 local school board members are
the natural leaders to cause reforma-
inserting a phrase saying the union was
flect that. If children are shown love and
tion and renewal of the instructional
"unequivocably opposed" to merit pay
consideration, they will reflect those qual-
programs of the public elementary and
and master teacher plans, they would
ities.
secondary schools in the nation's
have overridden and therefore nullified
Similarly, schools reflect the society
16,000 local school districts. We are in
New Business Item D. (A resolution be-
that nurtures them. If schools are medio-
the dusk of a new era for the public
comes official union policy; a new busi-
cre, it is because the society they serve is
schools. But whether it precedes dawn
ness item becomes an official union
mediocre. But I don't happen to believe
or nightfall is up to the school board in
stance.) The amendment easily was voted
American society is mediocre. In fact, our
each local community.
SEPTEMBER 1983
49
journal
after the pay Failso
fact
Only you can kill merit pay
for teachers
in secret what they knew otherwise would
Contrary to the explicit wishes of class-
be seen as blatant discrimination against
tioned must be grounds for despair. It's
room teachers and the public at large, the
women and blacks (and, yes, against
an authentic tribute to our teachers that
two giant teacher unions continue to resist
teacher union activists, too). As a cover
so many go right on trying to excel.
the idea of merit pay. The unions can
for nefarious doings, then, merit pay
That the obvious remedy for this
fight it, but only you effectively can kill
historically has been a disaster.
wrongheadedness is greeted in some edu-
it. Merit pay for teachers is an idea too
And because such practices did occur
cation circles with surprise and alarm is
tenacious to die of misguided resistance
in some places at some times, union suspi-
a significant clue about what's wrong with
alone.
cion about the current merit pay move-
our schools. Plenty could be changed.
As demonstrated by a recent Newsweek
ment cannot be dismissed with a sneer.
But, here, we're merely proposing as a
poll of the general populace (in which 80
Union worries, to the extent they are
first key step that schools adopt a man-
percent favored merit pay for teachers)
themselves pure, must be acknowledged.
agement practice that works passably well
and by our own survey of teachers them-
We should try in good faith, even though
in nearly every other facet of the Ameri-
selves (see page 23), most anybody who
our chances of answering all union objec-
can endeavor.
allay
thinks about merit pay likes the idea.
tions seem bleak. Unions, after all, have
Yes; of course, we know merit pay
union
Consequently, its virtual absence from the
a vested interest in opposing merit pay:
alone won't cure all that ails us. What it
$5
school field might seem to be a national
Raises based even partly on individual
just might do, though, is send a message
fear
mystery.
performance would reduce the rank-and-
that's long overdue. By applying the merit
It isn't. Fact is, merit pay has been tried
file teacher's need to make salary de-
pay principle to all school employes, you
before in education-on and off since the
mands collectively.
just might create an environment in which
turn of the century. Sometimes it's
But honest attempts to implement merit
each staff member recognizes a personal
worked, but more often it hasn't. And in-
pay can succeed in your school system.
vested interest in achievement. You just
sofar as we can tell, every time it's failed,
In fact, that is where they must succeed
might signal the start of an era in which
a school board or school administration
if our current method of teacher compen-
classroom excellence once again is re-
has been to blame.
sation is to improve. Merit pay in your
warded, bringing to a close the time when
By attempting to use merit pay plans
school system ultimately will succeed only
a teacher's hard work and dedication, in
as substitutes for management compe-
with the support and active participation
effect, are penalized in relation to mini-
tence or by trying to advance merit evalu-
of your own teachers.
mum performance.
ations as an excuse for social injustice,
Fortunately, the JOURNAL'S representa-
Merit pay can work, but you must en-
some school boards tarnished for decades
tive sample of teacher opinion indicates
sure that an employe's value is assessed
a practice whose value should have been
a potential willingness on the part of
without prejudice or favoritism. You
unassailable.
classroom teachers to give merit pay one
must demand that administrators know
In the bad old days, some school
more go. Considering the lock-step way
what they want and why they want it-
boards employed merit pay plans as a
most teachers now receive raises, their re-
and have the skill to communicate it to
backhanded method of dealing with in-
sponsiveness to the possibility of some-
subordinates and recognize it when they
competent teachers; they hid behind these
thing better reflects a-remarkable resili-
get it. These are not unreasonable de-
plans to mete out retribution or cut bud-
ence.
mands to place on professional managers,
gets. Such boards must have hoped merit
Imagine being an effective, hardwork-
provided you give them the autonomy to
pay could offset the harm done by admin-
ing teacher condemned to receive exactly
make fair judgments and the clout to
istrators who lacked the support or the
the same raise as the listless, barely ade-
make those judgments stick. In that case,
mettle to confront management problems
quate dolt down the hall. To anyone
holding management accountable for the
eye to eye. Some other boards even
reared on tales of Henry Ford and Hora-
performance of teachers will be one safe-
wrapped themselves in the mantle of
tio Alger, this wrongheadedness is so glar-
guard against widespread capriciousness
merit pay when they wanted to perpetrate
ing that merely seeing it officially sanc-
in the assessment of merit: No true man-
16
THE AMERICAN SCHOOL BOARD JOURNAL
ager survives for long with a demoralized
tors can destroy it once and for all-by
esty and genuine wisdom, you are all but
staff.
tolerating ill-conceived, poorly managed,
certain to squander-perhaps for our life-
The idea of merit pay for teachers is
and unjust merit pay programs.
times-the broadest and deepest mandate
back. The unions can fight it. But only
Unless you act, and demand that man-
ever enjoyed by an idea that could begin
school board members and administra-
agement acts, with unimpeachable hon-
to transform our schools.
As activists fight bilingual education
Controversy has been the hallmark of bi-
glish-speaking children to read, write, and
then-California Senator S.I. Hayakawa's
lingual education since its inception as a
speak English while continuing their nor-
1981 proposal for a constitutional amend-
federal education program in 1968. Now,
mal education.
ment designating English as the official
a group has formed that wants to put bi-
Given a new urgency by the waves of
language of the U.S., the group has spent
lingual education out of business and en-
Hispanic immigration, the debate threat-
considerable time trying to capture na-
act a law proclaiming English the sole of-
ens to bring America's melting pot to a
tional media attention. Bikales-who
ficial language of the U.S.
full boil. And, doing her best to stoke the
learned four languages before arriving in
Vocal critics charge that bilingual edu-
fire is Gerda Bikales, president of U.S.
the U.S. at the age of 16, when her family
cation-the practice of teaching limited-
English, a public-interest organization
fled Nazi-occupied Europe-is troubled
English-speaking youngsters the English
based in Washington, D.C. Bikales claims
by the disruptive potential she says is en-
language while simultaneously teaching
that the English language is in jeopardy.
gendered in bilingual education.
other subjects in the students' native lan-
"It could slip away," she contends.
"We're not fanatics. We're not trying
guage-is being promulgated by separa-
U.S. English's goal is to "recapture
to redo society," says Bikales. "We rec-
tists who want immigrants to resist ac-
and defend English as the sole official lan-
ognize that as a nation, we've given up
cepting English as their primary language.
guage of the United States." Toward that
on the straight Anglo cultural model-
Advocates of bilingual education blast
end, the organization "directs its efforts
and all to the good. But we nonetheless
such talk as manipulative and xeno-
to alerting the American people to the
must maintain our common linguistic
phobic; they say bilingual education is the
dangers of bilingualism." Since its forma-
heritage." English, she asserts, is the one
only effective way to teach limited-En-
tion in early 1983 as an outgrowth of
thing U.S. citizens have in common: "We
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18
vertical rule
THE AMERICAN SCHOOL BOARD JOURNAL
reprise
As we were saying (in 1908): Merit pay-
when administered honestly-is effective and just
higher
Merit pay for teachers is not an idea in-
"The salary paid teachers is based upon
opinion of either a principal or superin-
vented last Tuesday by the excellence
the schedule according to the length and
tendent. With the absolute secrecy which
grade
commission-or even President Reagan.
character of experience in school work.
surrounds the operation of the plan, a
The concept (and, periodically, the actual
Teachers of minimum qualifica-
perfectly satisfactory teacher may lose her
practice) has been around almost as long
tions are assigned to the first [salary]
right for advanced pay even though her
as the magazine you are holding in your
grade. For merit, teachers with the requi-
principal and district superintendent may
hand.
site college education may be advanced
agree individually that she deserves it.
Merit pay, and its incumbent complica-
by unanimous vote of the school board.
"The Chicago merit plan lacks unity.
tions, is an issue school boards and the
There appears to be no cooperation be-
JOURNAL have dealt with often. It is an
"At any time, after one semester's
tween the [people who] supervise the
idea whose time has come-and gone,
work, any teacher whose work is especial-
teachers and [those who] rate their work.
and come again. As we told your board
ly meritorious may be advanced to the
Again, the teacher is given no information
forebears 75 years ago: Merit pay, when
next [grade] by unanimous vote of the
as to the estimate which is placed upon
accompanied by candid and courageous
board of education.
her, except a notice that she is efficient
management, really is the only method of
"All teachers who are re-elected are
or deficient-and that long after the end
teacher compensation that is effective and
advanced year by year until the maximum
of the school year. She is not told where
just.
salary has been reached. Any teacher may
she is weak, or where she should strive to
Here is what we had to say on that
be denied promotion, or may be reduced
improve.
theme in a February 1908 article entitled
in class, upon recommendation of the
"The Chicago merit system needs revi-
The Seattle method of classifying and
superintendent, supported by reports of
sion by which district superintendents and
paying teachers:
his supervisory assistants. For exceptional
principals will cooperate, and the teacher
"The problem of classifying and pay-
merit any re-elected teacher may be given
will be told where she is defective, where
ing teachers has commanded the best
a further advance in salary to an amount
she must improve. The competitive idea
thought of school boards and superin-
not in excess of the maximum."
must not be removed."
tendents. It is always a vexed question,
In a January 1909 editorial on merit
In spite of such difficulties of imple-
because nothing will arouse the attention
pay, we talked about teacher evaluation
mentation, this editorial from the Decem-
of the average teacher so quickly as a dis-
and why it does not always work:
ber 1908 issue of the JOURNAL sums our
cussion touching upon his or her compen-
"The Chicago 'merit pay system' under
basic attitude on merit pay (sometimes,
sation.
which the salaries of teachers are ad-
consistency has merit, too):
"One of the latest methods to be put
vanced is likely to receive a severe setback
"The practicability of 'merit systems'
into successful operation is the Seattle
in the estimation of school administrators
for fixing and advancing the salaries of
plan, which takes its name from the city
from revelations made last month. It
teachers is proven anew in every city
in which it was first devised and [from]
would appear that the 'efficiency mark'
where it has been thoroughly tried out.
whence it has spread.
of a teacher may depend upon the sole
Thus, Superintendent Stratton D. Brooks
writes enthusiastically of the plan, which
PROFESSIONAL the Sign of a
has been in operation in the Boston
schools since the advent of the small
board of education. He is confident that
86
N
the system brings into the schools the best
talent available and makes for its steady
development.
M
"No large city in the country, with the
LOOK FOR IT IN
possible exception of Pittsburgh, is with-
YOUR SCHOOLS
out a merit system of some kind for ad-
vancing the salaries and the rank of teach-
ers. The plan is opposed by a few obstruc-
tionists, who believe that the 'clock'
should do the work necessary for boost-
National Council of Teachers of Mathematics
ing their annual stipends.
"School board members readily under-
1906 Association Dr.
Reston, VA 22091
703/620-9840
stand the value of a merit system. It is
Publisher of ARITHMETIC TEACHER & MATHEMATICS TEACHER
employed universally in the business
world and is the only just plan."
(For details, circle 18 on reply card.)
52
THE AMERICAN SCHOOL BOARD JOURNAL
THE WHITE HOUSE
WASHINGTON
CABINET AFFAIRS STAFFING MEMORANDUM
DATE: May 25, 1983
NUMBER:
073360CA
DUE BY: 4:30 pm today
SUBJECT: National Education Association: Merit Pay
ACTION FYI
Bill pls stars ACTION on Top othir FYI
ALL CABINET MEMBERS
Baker
Deaver
Vice President
State
Clark
Treasury
Darman (For WH Staffing)
>
Defense
Harper
Attorney General
Interior
Jenkins
Agriculture
Commerce
Labor
HHS
HUD
Transportation
Energy
Education
Counsellor
OMB
CIA
UN
CCCT/Gunn
USTR
CCEA/Porter
CCFA/Boggs
CEA
CCHR/Carleson
CEQ
CCLP/Uhlmann
OSTP
CCMA/Bledsoe
CCNRE/Boggs
REMARKS:
It was suggested that the President should reply to the NEA
statement on merit pay for teachers. The attached was drafted
by Secretary Bell of Education. Please provide any comments
you may have by 4:30 pm today.
Thanks.
RETURN TO:
Craig L. Fuller
Becky Norton Dunlop
Assistant to the President
Director, Office of
for Cabinet Affairs
Cabinet Affairs
456-2823
456-2800
OF EDUCATION
UNITED STATES DEPARTMENT OF EDUCATION
THE SECRETARY
UNITED STATES UNITED STATES OF AMERICA
May 25, 1983
The Honorable Craig L. Fuller
Assistant to the President
for Cabinet Administration
The White House
Washington, D.C.
Dear Craig:
Attached is my draft of a letter from the President to Willard
McGuire, President of NEA.
You will note that it is quite long. But it makes a number of key
points that I feel should be made on behalf of our outstanding
teachers and the nation's elementary and secondary school students.
Please note that I tie the President's remarks at Seton Hall
University to the National Commission on Excellence recommendations.
Then, I try to subtly ask NEA why they are opposed to recognizing and
helping our outstanding teachers.
I hope this is helpful.
Sincerely,
Ted
T. H. Bell
Attachment
P.S. buy chance of Q big
release to the Press?
this would make
headliner!
T
400MARYLANDAVE S.W WASHINGTON D.C 20202
May 25, 1983
DRAFT
Mr. Willard H. McGuire
President
National Education Association
1201 16th Street, N.W.
Washington, D.C. 20036
Dear Mr. McGuire:
The report of the National Commission on Excellence in Education makes seven
very significant recommendations (see pages 30 and 31). The first two recommen-
dations are, in my view, the key elements essential to correcting the alarmingly
deficient performance of our schools. Following are direct quotes from these
first two recommendations:
1. Persons preparing to teach should be required to meet high educa-
tional standards, to demonstrate an aptitude for teaching, and to
demonstrate competence in an academic discipline. Colleges and
universities offering teacher preparation programs should be
judged by how well their graduates meet these criteria.
2. Salaries for the teaching profession should be increased and
should be professionally competitive, market-sensitive, and
performance-based. Salary, promotion, tenure, and retention
decisions should be tied to an effective evaluation system that
includes peer review so that superior teachers can be rewarded,
average ones encouraged, and poor ones either improved or
terminated.
I was surprised to read in the press that the NEA considered my remarks calling
for teachers to receive pay based on merit rather than seniority and numbers of
college credits earned as a "disgraceful assault on the teaching profession."
My intent was to support the recommendations of the Commission and to raise my
voice on behalf of the thousands of outstanding teachers whose compensation is
being held down by the NEA-dominated pay scales that refuse to recognize and
reward many distinguished teachers who are currently not being paid at a level
commensurate with their worth.
If you will read the recommendations of the Commission you will note in recom-
mendations four and seven on page 31 of the Commission report that this panel of
distinguished educators, scientists, and scholars use the term Master Teacher to
identify those individuals particularly deserving of recognition, rewards, and
additional responsibilities in an education system that urgently needs reform
and renewal. As you know, Secretary Bell has been preaching for adoption of
this Master Teacher concept for over two years. This Administration is
concerned about our teachers and we want to be helpful in attaining some badly
needed reforms.
DRAFT
Page 2 - Mr. Willard H. McGuire
I agree with the Commission's recommendations and, in my commencement
address at Seton Hall University, I wanted to make it clear that I favored
the use of an effective evaluation system to guide decisions made in the
retention, promotion, and tenure of teachers. I also agree with the
Commission that teachers should have a voice in these decisions through a
peer review system that includes teacher participation.
I cannot understand how the NEA concluded that these remarks, intended to
constructively support the Commissions recommendations concerning how we
can improve the teaching profession, were an assault on teachers. In my
view, the teaching profession has suffered for years from this lack of
recognition and reward of our most talented teachers. I would think that
the NEA would join me in this endeavor rather than strike out with
criticism of perhaps the most important far-reaching recommendations of
the entire report of the Commission.
I was heartened to learn that Tennessee Governor Lamar Alexander had pro-
posed to his State legislature a Master Teacher salary scale that would
recognize and reward outstanding teachers. And I was disappointed to
learn that this proposal was not enacted largely because of vigorous
opposition of the NEA and its State affiliate, the Tennessee Education
Association. The Secretary of Education, Terrel Bell, has been working
with governors, State legislators, school boards, school administrators,
and teachers on the Master Teacher concept and we all felt that the
Tennessee plan was a great first step.
My Administration is deeply concerned about the condition of the teaching
profession. We are not attracting nor holding sufficient numbers of
bright and talented citizens into the teaching profession. Until we can
persuade the NEA to support the badly needed reforms in salary, promotion,
and tenure policies, I see little hope for the improvements we so
desperately need.
The purpose of this letter is to try to persuade the NEA to change its
position on merit pay scales for teachers. I fear that your organiza-
tion⁴s long-standing opposition to new ideas such as the Tennessee Master
Teacher proposal has been the biggest obstacle to paying our outstanding
teachers what they so richly deserve.
Is there any chance of persuading the NEA to help the nation's most
distinguished teachers? This is the key to improved learning opportun-
ities for the nationts school children. And this was the intent of my
remarks. We have an unprecedented opportunity to make great strides in
education now that this panel of distinguished citizens has made such an
outstanding report to the American people. Let"s all join together and
Page 3 - - Mr. Willard H. McGuire
DRAFT
improve teaching and learning in America. I agree with the Commission:
Our nation is, indeed, at risk because of the poor performance of our
schools. So, I am asking you on behalf of the nation's 45 million
elementary and secondary school children to pitch in and help by taking
this first crucial step to improve the teaching profession. Until we do
this, how can we accomplish the other reforms called for in the report?
of all the organizations in the nation I would think that the NEA would be
a leader rather than a detractor from this long past due reform.
Sincerely,
25 MAY 1983
W.P.
NEA Assails Reagan on Merit Pay Idea
Associated Press
lion-member union at its convention in Philadel-
The nation's largest teachers' union yesterday
phia in July, said, "It is shocking and sad that a
accused President Reagan of making a "disgrace-
president makes absurd responses to a serious and
ful assault" on the teaching profession with his
thoughtful national report."
call for pay based on merit instead of seniority.
She charged Reagan with pushing "platitudes,
Mary Hatwood Futrell, the National Education
prayers and private schools instead of focusing on
Association's secretary-treasurer, sharply criticized
the real needs of American public education."
Reagan's reaction to the National Commission on
Education Secretary T.H. Bell, in an interview
Excellence in Education's call for changes in the
with the Associated Press, said over the weekend
nation's schools.
that he feels the large majority of the nation's 2.2
She told a House Education and Labor sub-
million elementary and secondary school teachers
committee it will cost billions of dollars to make
are underpaid.
the suggested improvements in the nation's
But Bell said he opposes spending any more
schools, including higher pay for teachers.
money on the schools until the unions agree to tie
Reagan said in a college commencement ad-
salaries to merit and until school boards raise
dress Saturday that "we just haven't been getting
graduation standards.
our money's worth" from the schools. He said
But Futrell attacked the idea, saying, "I can
teachers "should be paid and promoted on the
remember when men were paid more than wo-
basis of their merit," and he criticized their unions
men. I can remember when whites were paid more
for opposing merit pay plans.
than blacks and I can remember when high school
L
Futrell, who is running unopposed to succeed
teachers were paid more than elementary teach-
Willard McGuire as the president of the 1.6 mil-
ers."
THOMAS PATRICK MELADY
Box 6460
BRIDGEPORT, CT. 06606
TELEPHONE: OFFICE (203) 371-7900
RESIDENCE (203) 255-4083
June Educat
PERSONAL
20, 1983 FILL Beel 741
MEMORANDUM
To:
Mr. James A. Baker, III
Chief of Staff
Assistant to the President
The White House
Washington, D.C. 20500
From:
Thomas Patrick Melady
The
Subject: Merit Pay and Master Teacher Initiatives (No. 86)
1.
The merit pay and master teacher proposals of the President and the
Secretary of Education have given us a definite lead in the growing
national debate.
2.
This is an initiative of this administration, and we want to be sure
that the several Democratic candidates do not convert it to their
initiative.
3.
Mainstream America, now aware of the NEA position, is turning against
the socialist doctrine of the "same for all-regardless of merit."
The President, the Secretary and their principal aides should continue
the campaign for merit pay and master teachers insisting that it is a
local and state responsibility. We do not have and do not want national
teachers.
4.
This is a winning issue for us, and we want to hold on to the football.
Note
A direct appeal can be made to the school children: Do they believe it is
right that their very, very good teacher gets the same pay as their very,
very poor teacher.
CC: Mr. Michael Deaver
Mr. Edwin Meese
Mr. Michael McManus