-By Larry Sand
The teachers union not only plays the poverty card, but by battling reforms, ensures that the impoverished will remain that way
“No Education Reform Without Tackling Poverty, Experts Say,” is the title of an article on the National Education Association website. Experts? A trip into the weeds leads to something called the Center on Poverty, Inequality and Public Policy at Georgetown University. Its main benefactor is none other than the Open Society Foundations run by former Nazi sympathizer, rabid America hater and megalomaniac, George Soros, a man who once said he saw himself as “some kind of god, the creator of everything.” Expecting anything without an agenda from this bunch would be foolish.
The NEA’s “experts” claim that pouring money into education will eradicate poverty is wrong on all counts. For example, they state that children would be better educated by attending a “high quality pre-school.” Yet Head Start, according to Reason’s Lisa Snell, U. of Arkansas Professor Jay Greene and others, has been a bust. In 2010, Lindsey Burke at the Heritage Foundation wrote,
Taxpayers have been on the hook for more than $100 billion for the Head Start program since 1965. This federal evaluation, which effectively shows no lasting impact on children after first grade and no difference between those children who attended Head Start and those who did not, should call into question the merits of increasing funding for the program, which the Obama administration recently did as part of the so-called “stimulus” bill.
So, $100 billion later, children are no better off attending a preschool, but what’s important to the unions is that more adults are employed. And that means more dues for them to spend on their progressive political agenda which favors causes that have nothing to do with education – e.g. abortion on demand, same-sex marriage, income redistribution, and nationalized health care. In 2010-2011, NEA spent $133 million in lobbying and gifts to further its progressive agenda.
Also, with all the union kvetching, one might assume that we stint on education spending. In fact, in the U.S. since 1970, education spending has increased 150 percent. Compared to other countries around the world, we are number four in spending after Luxembourg, Switzerland and Norway. Yet,
The three-yearly OECD Programme for International Student Assessment (PISA) report, which compares the knowledge and skills of 15-year-olds in 70 countries around the world, ranked the United States 14th out of 34 OECD countries for reading skills, 17th for science and a below-average 25th for mathematics.
Thus the problem is not the amount of money we spend, but how it’s spent. Charter schools typically lead to better educated kids and save us money at the same time. Inner city charter school operators like Eva Moskowitz and Geoffrey Canada and the KIPP schools do a far better job – with fewer tax dollars – than traditional public schools. Even taking the superstars of the movement out of the mix, charter schools outperform traditional public schools. As Jay Greene writes, “Charter Benefits Are Proven by the Best Evidence.”
But no, the NEA doesn’t back charters. And the reason it doesn’t has nothing to do with education; it’s because charters are individually run and therefore very hard to unionize. In fact, only 12 percent of the nation’s 5,500 or so charters are unionized.
If the teachers unions were really serious about improving education and eradicating poverty, they would support the ultimate in school choice – voucher systems. A voucher would give a kid a chance to opt out of a failing public school and use his education dollars to pay for a private school of his choice. This would level the playing field for poorer families. However, the unions can’t abide vouchers because public schools would lose students to private schools, which are not unionized.
Eliminating the twin evils of tenure and seniority would go a long way to improving the current teaching force, by ceding more power to individual school districts. Bad teachers should be fired and the good ones should get raises. Better teachers can also handle slightly larger classes, thereby reducing the overall number of teachers we need.
But saving the taxpayers money, leveling the playing field for the poor, ceding power to local education agencies and thus having fewer dues-paying members are solutions nowhere to be found in the union playbook.
The nation’s education woes began about forty years ago – right at the time the NEA became a major force in education. Certainly other social trends have contributed to the educational morass we find ourselves in, but the National Education Association, the nation’s #1 poverty pimp, is the main reason for it – all the time using young children as pawns while vigorously pursuing its political agenda. Despite all the warm and fuzzy platitudes they spew, it is obvious that the teachers unions are not terribly interested in the education of our children or helping them get out of poverty.
Larry Sand began his teaching career in New York in 1971. Since 1984, he has taught elementary school as well as English, math, history and ESL in the Los Angeles Unified School District, where he also served as a Title 1 Coordinator. Retired in 2009, he is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues – information teachers will often not get from their school districts or unions.
“CTEN” was formed in 2006 because a wide range of information from the more global concerns of education policy, education leadership, and education reform, to information having a more personal application, such as professional liability insurance, options of relationships to teachers’ unions, and the effect of unionism on teacher pay, comes to teachers from entities that have a specific agenda. Sand’s comments and op-eds have appeared in City Journal, Associated Press, Newsweek, Townhall Magazine, Los Angeles Times, San Diego Union Tribune, Los Angeles Daily News, San Jose Mercury News, Orange County Register and other publications. This past May, after his weekly blog proved to be very popular, he began writing a monthly article for City Journal, the Manhattan Institute’s policy publication. He has appeared on numerous broadcast news programs and talk radio shows in Southern California and nationally.
Sand has participated in panel discussions and events focusing on education reform efforts and the impact of teachers’ unions on public education. In March 2010, Sand participated in a debate hosted by the non-profit Intelligence Squared, an organization that regularly hosts Oxford-style debates, which was nationally broadcast on Bloomberg TV and NPR, as well as covered by Newsweek. Sand and his teammates – Terry Moe of the Hoover Institution and former U.S. Secretary of Education Rod Paige, opposed the proposition – Don’t Blame Teachers Unions For Our Failing Schools. The pro-union team included Randi Weingarten, president of the American Federation of Teachers. In August 2010, he was on a panel at the Where’s the Outrage? Conference in San Francisco, where he spoke about how charter school operators can best deal with teachers’ unions. This past January he was on panels in Los Angeles, San Diego and San Mateo in support of National School Choice week. Additionally, CTEN has hosted two informational events this year – one addressing the secret agenda that is prevalent in many schools these days and the other concerning itself with California’s new Parent Trigger law. The latter event was covered by both the English and Spanish language press.
Sand has also worked with other organizations to present accurate information about the relationship between teachers and their unions, most recently assisting in the production of a video for the Center for Union Facts in which a group of teachers speak truthfully about the teachers’ unions. At this time, he is conferring with and being an advisor to education policy experts who are crafting major education reform legislation.
CTEN maintains an active and strong new media presence, reaching out to teachers and those interested in education reform across the USA, and around the world, with its popular Facebook page, whose members include teachers, writers, think tankers, and political activists. Since 2006, CTEN has experienced dramatic growth.
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