The national teacher shortage is a myth. Here’s what’s really happening. – The Washington Post reports. Daily, the staff there has to find something, anything to lie about and push their ‘liberal’ agenda which includes the idea that an army of Hispanic illegal alien students plus black students who have nearly no desire to learn anything after they are more than 11 years old, are not a problem, the problem in many schools is…TOO MANY TEACHERS. Yes, we read the article right: too many teachers! It is way over the horizon of ‘mad, insane and dangerous.’ The WP is lunar-crazy.
With almost no real data — because neither states nor the federal government collects the information that would be needed to pronounce the onset of a true teacher shortage — we witness the press, school districts, state school boards and even Congress conclude that we are in the throes of a full-blown national crisis.
The crisis isn’t ‘there isn’t enough teachers’. The crisis is, any teachers insane enough or desperate enough to sign up to teach in Democratic-run cities filled with minority students, usually give up their jobs within the first three months or less and take work as garbage collectors or shoes sales people or Starbucks due to it being nearly impossible to teach in schools where thug children terrorize staff and other students due to liberals thinking, ‘Kicking violent children out of school is evil.’
At the root of this crisis is a New York Times news article published two summers ago reporting on six school districts that were having a tough time filling positions (though all but two ultimately started the year just fine). Whoosh! Overnight the teacher shortage became real.
Note how the WP staff are urged to make things up. Anyone with a brain which excludes 99% of the WP staff, knows that filling positions in August is easy. Keeping teachers after October is the challenge. Many who flee, never bother coming back again. Nearly all students in colleges who grow up in safe communities where children go to school to learn, enter the education departments at Universities thinking they will be heroes to inner city waifs who will be delighted to have ernest, plugged-in activists as teachers.
Alas, the children see gazelles on the plains and they are the lions hunting these poor creatures who can’t fight back. Rules have been eliminated by radical leftists to the point, in all DNC cities, teachers have zero power over their students and the children know this. Thus, the out of control schools we see today.
That early spark was then steadily fed by news articles reporting that teacher preparation programs were facing unprecedented enrollment drops.
Yes, the word is leaking out despite armies of propagandists toiling away in increasingly ignored ‘mainstream media’ printing and broadcasting total lies about the chaos in our DNC-run schools. Teachers beg to teach in suburban, white schools. They beg to flee urban, black/Hispanic schools.
Just driving to and from these places are highly dangerous. Once inside the schools, the dangers actually multiply, for the people causing chaos outside are…definitely inside.
Nobody thought it important to consider that teacher preparation programs had for years been graduating twice as many teachers as are needed. According to findings from the American Institutes for Research, over the past 30 years, programs graduated between 175,000 and 300,000 teachers each year, yet consistently school districts have hired only between 60,000 to 140,000 newly minted teachers.
Statistics are our friends: Fast Facts from the US Education Department:
In 2011–12, some 76 percent of public school teachers were female, 44 percent were under age 40, and 56 percent had a master’s or higher degree. Compared with public school teachers, a lower percentage of private school teachers had a master’s or higher degree (43 percent).
During the 1970s and early 1980s, public school enrollment decreased, while the number of teachers generally increased. For public schools, the number of pupils per teacher–that is, the pupil/teacher ratio–declined from 22.3 in 1970 to 17.9 in 1985.
After enrollment started increasing in 1985, the public school pupil/teacher ratio continued to decline, reaching 17.2 in 1989. After a period of relative stability during the late 1980s through the mid-1990s, the ratio declined from 17.3 in 1995 to 15.3 in 2008. The public school pupil/teacher ratio increased from 15.3 in 2008 to 16.0 in 2012. By comparison, the pupil/teacher ratio for private schools was estimated at 12.5 in 2012. The average class size in 2011–12 was 21.2 pupils for public elementary schools and 26.8 pupils for public secondary schools.
Among public school teacher movers, 59 percent moved from one public school to another public school in the same district, 38 percent moved from one public school district to another public school district, and 3 percent moved from a public school to a private school between 2011–12 and 2012–13.
About 51 percent of public school teachers who left teaching in 2012–13 reported that the manageability of their work load was better in their current position than in teaching. Additionally, 53 percent of public school leavers reported that their general work conditions were better in their current position than in teaching.
That is, teachers fled the schools due to schools being hostile, impossible environments and they reported their lives were much better after fleeing. Others left to go to private schools even though the classes were bigger, they were better behaved. Even 12 students in an inner city school is dangerous since the teacher is grossly outnumbered often by open thugs and they are not allowed to take a whip and a chair into the class room like lion tamers in the circus. Or in some districts, a machine gun nest at the desk.
Back to the lunatics writing for the WP:
I’m inspired by what can happen when districts work smarter. Take Clark County, Nev., which faced a staggering 1,000 vacancies at the start of the 2015-2016 school year. The next year, district officials began the school year with nearly 700 fewer vacancies. How? They got smart about recruiting and negotiated a higher starting salary for new teachers. They targeted potential applicants from areas with notoriously high costs of living, telling them how they could live better on a teacher’s salary in Clark County. State efforts to ease certification requirements and improve certification reciprocity have also helped.
Welllll…one of these ‘smart teachers’ wrote to the Washington Post about how successful this district really is:
11:10 AM EST
I teach in Clark County, NV. I retired from engineering and entered teaching through the school district’s alternative route to licensure program. I’m grateful for the opportunity to teach STEM skills to young students.
However, classroom management of my 30 plus 7th graders per class is the biggest challenge. It is true that the school administrators will keep the students in class, almost no matter what they do. Parents and administrators are not doing enough to help the teachers manage the kids.
The teacher isn’t in the hospital or has been mugged yet this year but it is only the beginning of December.
1:54 PM EST [Edited]
For all that this author works for some think tank on teaching, she needs to do her research. Let’s go over some of her assertions. In California, where I have been in public school for 17 years, ALL teachers are responsible for teaching English Language Learners. We haven’t had separate classes for ELLs for quite some time, so “specializing” in teaching ELLs here is moot.
As for going into special ed…..yeah, that’s easy. NOT. It takes an extremely dedicated human being to work with kids who have autism, Down’s Syndrome, or who are emotionally behaviorally disturbed. Depending on the state, it is complete nonsense to simply inform college students who are thinking of teaching that they don’t “have” to teach elementary school.
The credentialing program is different depending on that choice in many states. Expertise in subject matter is required, often. That’s the case in my state, and on top of that, the credential candidates have to pass an extremely tough test in that subject area, or no credential, regardless of how well that person did in coursework.
Finally, I live in one of the most expensive places in the country, the San Francisco Bay Area. I make a decent salary (almost the top end of my district’s pay scale) and live in a rent controlled apartment, but it’s still tough financially. I don’t know how I’d manage if I had to pay some of the rents around here — especially in view of the fact that about half the rent control measures last month were defeated. Does this author have a magic wand to solve our housing situation?
Finally: a 15:1 student/teacher ratio? What planet does this author come from? I’ve never had less than 20 at the primary level, and once had 36 kindergartners that overlapped for 90 minutes of my day. Without an aide, I might add. Upper grade teachers have closer to 35, often. It’s really hard for me to take this article seriously when it doesn’t describe the reality that I live in as a teacher.
The WP statistics were from the beginning of the school year, not after six weeks when a huge number of new teachers give up and run off. I know for a fact from horrible life experience that new teachers get all the really crummy, violent, difficult students. Even in second grade, they can be very, very difficult to deal with since they insist on running riot, throwing things, overturning desks, kicking the teacher…I have seen this with my own two eyes and it is why I withdrew my children from NYC public schools.
My former sister-in-law was a NYC teacher whose own children were sent to a private, religious school so they would not be in the same room as the typical students in Brooklyn. Isn’t that cute? And most teachers I knew did the same.
By the way, just three years ago, the media was awash with this story: Report: Too many teachers, too little quality – News – Yahoo. Six years ago, there was this scare: U.S. Found to Recruit Fewer Teachers From Top Ranks. Lots of K-5 teachers and no one wanted to be Jr. and Sr. High teachers. Colleges producing too many elementary teachers, data says without anyone asking why. HAHAHA.
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