Fact Sheet on NEA's views regarding mandated performance pay for educators
Oppose Inclusion in Any ESEA Reauthorization Bill of Pay-For-Test-Scores Programs That Mandate Teacher Pay Based on Student Performance or Test Scores
The Facts
- The draft ESEA reauthorization bill currently under discussion in the House of Representatives includes several provisions that would link educator pay to standardized test scores.
- A "premium pay" proposal that would allow school districts to apply for federal funds to increase teacher pay or provide bonuses. The draft mandates that local districts applying for these grants must use student test scores as an element in determining teacher pay and bonuses.
- Additional programs such as career ladders (Section 2112), authorized use of state grant funds for teacher quality (Section 2216(c)(2)(A)), and authorized use of grant funds for development of teacher recruitment/retention programs (Section 2513(g)(2)(A)), which also mandate or authorize states and local districts to use student test scores as an element in determining teacher pay.
- A "premium pay" proposal that would allow school districts to apply for federal funds to increase teacher pay or provide bonuses. The draft mandates that local districts applying for these grants must use student test scores as an element in determining teacher pay and bonuses.
- NEA opposes federal requirements for a pay system that mandates teacher pay based on student performance or student test scores. However, state and local NEA affiliates are open to compensation innovations that enhance preparation and practice that drive student performance, if they meet the following criteria:
- In collective bargaining states, such programs must be agreed to through collective bargaining.
- In states where bargaining does not now exist, implementation of such programs must be agreed to by a 75 percent support vote of those affected or through the organization representing the majority of teachers.
- In collective bargaining states, such programs must be agreed to through collective bargaining.
- NEA has asked repeatedly for a reasonable compromise ensuring such protections.
Talking Points
- NEA opposes federal requirements for a pay system that mandates teacher pay based in whole or in part on student performance or student test scores for many reasons, including:
- Just as a standardized test is not an accurate reflection of what a student knows, it is not an accurate reflection of what a teacher has taught
- Standardized tests are imperfect measures. They are often not fully aligned to what is taught in the classroom. A USED regulation, in fact, has allowed continued use of norm-referenced tests that are not fully aligned to the curriculum. (34 CFR § 200.3(a)(2)(ii)(A))
- Standardized tests often do not test what students really know, and worse, they often test lower-level skills. Numerous scoring errors in the testing industry also make the use of standardized tests in teacher compensation plans wholly inappropriate.
- Paying for higher test scores ignores the qualitative aspects of teaching critical to student success, such as the ability to adapt instruction to individual student needs and to engage students to increase their motivation. It also ignores the wide variance in levels of parental involvement and other types of student supports.
- A recent arbitrator's decision found that the use of "value-added" growth models to evaluate teachers is invalid. (In the Matter of the Arbitration Between Springfield Education Association and Springfield Finance Control Board/Springfield School Committee, October 10, 2006)
- Just as a standardized test is not an accurate reflection of what a student knows, it is not an accurate reflection of what a teacher has taught
- Compensation systems should be designed to establish teaching firmly as a respected profession and improve student learning through improved teacher practice.
- Experience has shown the importance of educator buy-in for compensation innovations. Such programs will be most effectively implemented when teachers have the opportunity to understand them and option to embrace them.
- Educators' buy-in is not earned with federal mandates over which they do not have adequate ability to negotiate with their local districts.
- Recently, several articles criticizing state "merit" pay plans have appeared in Florida and Alaska media.
- A federal mandate that requires test scores or student performance be used as an element of a compensation system undermines local autonomy and decision making, including educators' rights under collective bargaining. NEA members across the country have made it very clear that they will not tolerate such assaults on labor.
