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Striking at the wrong target

Teachers should stop listening to union leaders and look at the data before striking. When one looks at the actual dollars-and-cents reality, the emotional photo of the kindly old 1st grade teacher picketing for more money “for the classroom” falls flat. Very, very flat. There are several relevant facts that teachers and all Americans – especially the taxpaying variety – need to know.

Union, Inc.

Shoddy Studies

Flawed reports aside, charters – schools of choice – are flourishing. As I wrote last week, too many government-run schools are failing and the future for them, collectively, is not rosy. But the monopolists running our traditional public schools (TPS), in addition to blaming lack of funding, have been busy lashing out at charter schools, which are decentralized and give parents a right to choose where to educate their kids.

The Literacy Crisis

Women’s March Madness

“The Phonys”

Teacher Union Political Spending: Liberal as Ever

AFT continues to use teachers as ATM machines to fund their pet leftist causes.

The latest American Federation of Teachers annual financial disclosure has been released (H/T RiShawn Biddle). This year’s LM-2 is filled with goodies that are sure to warm the cockles of leftist teacher union members, but apolitical educators, centrists and certainly those on the right just may have a different opinion.

Despite all the legitimate bad press the Clinton foundations have received the last few years, AFT still continues to pour more money into their pay-for-play operations. In 2015-2016 the union gave $250,000 to the Bill, Hillary & Chelsea Clinton Foundation, and the same amount to the Clinton Global Initiative. This brings the total given by AFT to the Clintons over the past four years to $2.2 million. Maybe the union figures they need to assure that the Clintons won’t go wanting should the money from foreign special interests to secure weapons deals dry up. In any event, the gifts will ensure that AFT president Randi Weingarten will have HRC on speed-dial.

And of course the Clintons aren’t the only leftists to receive loot from the teachers union. The Center for Popular Democracy, a progressive pro-labor and anti-charter school outfit, received $373,000. Additionally, the union gave $25,000 each to Al Sharpton’s National Action Network and the radical Hispanic activist group, La Raza. Here is a chart with a small, but representative sampling of AFT’s donations:

aft-pays-to-play

Clearly there are no gifts to any group that is remotely conservative. Nope. Even though the teachers themselves are anything but a leftist monolith, practically none of the union’s money flows in a rightward direction. In fact, in all elections since 1989, AFT has given $76,446,797 to Democrats and liberals and just $363,000 to Republicans and conservatives. In other words, less than one half of one percent of the union’s political spending goes to the right. (And in those cases it’s usually supporting the more left-leaning of two Republicans running against each other.) The National Education Association isn’t a whole lot better; about 3 percent of its political largess goes rightward. But according to Mike Antonucci, an NEA internal survey in 2005 (consistent with previous results), showed that its members “are slightly more conservative (50%) than liberal (43%) in political philosophy.” No reason to think AFT is any different. And Mary Kay Henry, president of the SEIU, which serves both public and private employees, acknowledged in January that “64 percent of our public members identify as conservative….”  (Like the AFT, about one-half of one percent of SEIU political donations go to Republicans/conservatives.)

So how do the government unions, whose leaders run to the left of the average worker, get away with spending dues dollars on candidates and causes that so many of its members revile? The answer very simply is because its members let them. But teachers and other government workers don’t have to put up with this. Typically about one-third of all teachers’ union dues are spent on politics, but legally the rank-and-file does not have to subsidize the union’s agenda. A teacher can withhold the political portion of their dues by resigning from the union and becoming an agency fee payer. In this scenario, the teacher is still forced to pay about two-thirds of full dues because the union claims it’s forced to represent you in collective bargaining. This is a half-truth; they do have to represent you. But they insist on that set-up because, as the exclusive bargaining agent, they then get to collect dues from every single worker.

A teacher who resigns from the union cannot vote on their contract and loses their union-supplied liability insurance. The latter is essential for a teacher, but that and other benefits are available through joining a professional organization like the Association of American Educators, a non-union alternative.

Sadly, very few teachers have taken advantage of the agency fee payer option. In the Golden State, the California Teachers Association, an NEA affiliate, claims that 35 percent of its 300,000 or so members are Republicans. But only about 10 percent of its members withhold the political share of their dues. That means there are 75,000 Republican union members who are paying for causes and candidates they are opposed to. The national numbers are even worse. Only 88,000 of NEA’s 3 million members (2.9 percent) withhold the political portion.

If enough teachers withheld the political portion of their dues, the unions might sit up and take note. Millions of dollars less to spend on their pet candidates and causes might shake up union leaders – all of whom have become all-too-comfy with their all-too-compliant members – and force them to be more responsive to those they insist on representing. With the failure of the Friedrichs case due to Justice Scalia’s untimely death, the unions still have a captive flock throughout much of the country. But teachers who don’t like being forced to pay for their union’s political agenda need to stand up and just say no. If you do, you will sleep better at night and be a few hundred dollars a year richer. By maintaining the status quo, consider yourself a willing ATM for the biggest political bullies in the country.

For those of you who are sick and tired of subsidizing union politicking, you can get help here.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

Heartless and Mindless

As the National Education Association embarks on a new PR campaign, some of its affiliates engage in lawsuits and strikes.

In July, the National Education Association unearthed its “Strategic Plan and Budget” for 2016-2018. The introduction to the 76-page document includes the notion that the union needs to “win the race to capture the hearts and minds of parents, communities, and educators.”

Hearts and minds?

Well, two months later, let’s just see how that’s working out for the country’s biggest union and some of its state affiliates. In northern California, the Yuba City Teachers Association is in its second week of a strike. The union was asking for a 13 percent raise for its teachers. When the district claimed that there was no way it could afford such a salary hike, the union came back with a counter offer: 15 percent. (No typo.) When asked about the strike, a picketing teacher asserted, “…we have to do this for our students.

Hearts and minds?

Washington State’s charter schools are once again endangered. The Washington Education Association is continuing its battle to remove the Evergreen State’s 12 charter schools and kill any such future endeavors. The union paints charters as unaccountable to voters, proclaims that they are privately run and don’t have elected school boards. The fact that parents send their kids to these schools of choice because the traditional public schools aren’t doing a good job does not matter a whit to the union. Perhaps Heartland Institute’s Bruno Behrend said it best: “The Washington Teachers Unions specifically, and the government education complex in general, once again expose their moral illegitimacy by attempting to destroy education options for Washington’s students and families.”

Hearts and minds?

Launched in 2001, Florida’s Tax Credit Scholarship program allows low income families to send their kids to a private school with money that is funded directly through private donations from businesses, which can then earn dollar-for-dollar tax credits from the state for their contributions. The Florida Education Association, which has been fighting against this increasingly popular form of school choice for two years, is running low on options and is about to embark on its final effort: an appeal to the State Supreme Court. If the state court denies FEA’s appeal, the union will just have to live with the ruling. FEA president Joanne McCall is optimistic, however. “The highest level ruled in our favor in 2006. They seem to be the most sane court (sic) that we have.”

But Bishop Victory Curry, chairman of the Save Our Scholarships Coalition, has a problem with FEA. “We are very disappointed that the union will continue its effort to evict more than 90,000 poor, mostly minority children from schools that are working for them. … The union’s decision is wrong for the children, and wrong for our public schools.”

Hearts and Minds?

New Jersey governor Chris Christie is angry, claiming that 27 failing school districts across the state continue to under-perform despite receiving over $100 billion in funding since 1985. He blames various union work rules as a big part of the problem, declaring. “We can no longer tolerate a tenure law that places seniority above effectiveness, or tolerate limits on teaching time that restrict teachers to less than five hours of a seven-hour school day in districts where our students most need quality teachers and intensive instruction.”

The New Jersey Education Association responded by calling Christie’s plea, a “frivolous legal challenge” adding that it was an attempt by Christie to divert attention from the Bridgegate scandal.

Sure.

NJEA President Wendell Steinhauer further explained, “… He’s demonized the women and men who work in our public schools. And he’s proposed a funding scheme that would steal from poor children to reward rich adults.”

Mr. Steinhauer has it backwards. Stealing from kids and enriching adults is what his and other teachers unions do. Quite well, I might add.

Hearts and minds?

And finally we have Chicago, a city where one in three never graduates from high school. The NEA does not have a presence there; the Chicago Teachers Union is affiliated with Randi Weingarten’s American Federation of Teachers. Nevertheless, it seems that CTU is all in with NEA’s “hearts and minds” modus operandi.

First a few facts: The median salary for a teacher in the Windy City is $78,169. When you throw in another $27,564 for various benefits, the total becomes almost $106K per annum. In retirement, the average teacher receives a hefty $50,000 a year. Ah, but the teachers are not happy. Chicago teachers are supposed to contribute 9 percent of their salary to fund their own pension. But, as things stand now, the teachers only contribute 2 percent, with the school district (taxpayer) picking up the remaining seven. The city, which is in dire fiscal straits, is asking teachers to pay the full 9 percent.

The audacity of the city fathers! The union is fighting mad and in heavy strike-prep mode, holding workshops which center on “workplace tactics to stick it to the boss.” The teachers could strike as soon as mid-October.

Hearts and minds?

Nope. “Heartless and mindless” is much closer to the truth. Shameless and arrogant too.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

Clinton Turns Her Back on School Choice While Trump Embraces It 

As Hillary Clinton cozies up to the teachers unions, Donald Trump seeks to vastly expand school choice opportunities. 

In November, 2015, Hillary Clinton gave a speech in South Carolina in which she abandoned her prior support for charter schools. Using language straight from the teachers union fact-free playbook, she claimed that charters “don’t take the hardest-to-teach kids, or, if they do, they don’t keep them.”

Fast forward to the National Education Association convention this past July. Mrs. Clinton made the terrible mistake of diverting from the teacher union party line by saying, “when schools get it right, whether they are traditional public schools or public charter schools, let’s figure out what’s working … and share it with schools across America.” This innocuous comment didn’t sit well with some of the unionistas in attendance, who made their displeasure known by booing the presidential candidate. Realizing that she strayed from union orthodoxy, Clinton regrouped by acknowledging that there are people on the outside who are pushing “for-profit charter schools on our kids. We will never stand for that. That is not acceptable.”

Later in her talk, she asserted, “There is no time for finger pointing, or arguing over who cares about kids more. It’s time to set one table and sit around it together – all of us – so we can work together to do what’s best for America’s children.” And that table, Clinton promised, will always have “a seat for educators.”

Two weeks later at the American Federation of Teachers convention, she went further, adding that she opposed “vouchers and for-profit schooling,” and repeated her pledge, “…you will always have a seat at the table.”

A seat for educators? No, not really. What she actually meant was a place for union bosses and their fellow travelers. Good to her word – at least in this case – that’s just what she did.

Last week, Mother Jones revealed just who is seated at Clinton’s table. (H/T Antonucci.) Participants include Lily Eskelsen García and Randi Weingarten, leaders of the two national teachers unions. They are joined by Carmel Martin and Catherine Brown, vice-presidents of the Center for American Progress, a leftist think tank that is financially supported by the teachers unions. Also seated is education reformer Chris Edley, president of the Opportunity Institute, a California-based think tank, whose board is a collection of Clinton cronies. And finally there is Richard Riley, who served as Bill Clinton’s education secretary and was the recipient of NEA’s Friend of Education Award.

Well, certainly no one can accuse Clinton of seeking out diverse viewpoints.

At the same time Clinton was doing the teachers unions’ bidding, Donald Trump did the opposite. In fact, he went all in for school choice. Speaking at Cleveland Arts and Social Sciences Academy, a charter school in Ohio, he promised, if elected, that he would redirect $20 billion in federal money to school-choice programs. Trump said he would make it a priority to give 11 million children living in poverty a choice of schools, including traditional public, charters, magnets and private schools. He proclaimed that parents should be able to walk their child to a school they choose to be at, adding that each state would develop its own formula for distributing the $20 billion block-grant money, but that the dollars must follow the student. Trump also had disparaging words for Common Core and promoted merit pay as a way to reward the best teachers.

Not surprisingly teacher union leaders were not exactly enthralled by The Donald’s vision and proceeded to blast his ideas, using tired and wrong-headed union anti-choice talking points. NEA president Lily Eskelsen García snapped: “His silver bullet approach does nothing to help the most-vulnerable students and ignores glaring opportunity gaps while taking away money from public schools to fill private-sector coffers. No matter what you call it, vouchers take dollars away from our public schools to fund private schools at taxpayers’ expense with little to no regard for our students.”

AFT president, Clinton BFF and reportedly her favorite candidate for Secretary of Education Randi Weingarten added, “Today’s speech on education repeats the same flawed ideology anti-public education zealots have been shilling for years. He shows his usual obeisance to the idea of making public education a market rather than a public trust, to blaming rather than respecting educators, and to ideas that have failed to help children everywhere they’ve been tried but instead, in their wake, have hurt kids by leaving public schools destabilized and their budgets drained.”

While I applaud Mr. Trump’s general vision, the devil will be in the details. Just how his plan will be implemented, including where the $20 billion for his block-grant plan will come from, is not clear. Also, Trump has been known to change his stance on various issues from week to week so we will have to see what transpires in the coming days. And the fact that he chose to give his speech at a failing charter school is typical of the gaffe-prone Republican nominee for president.

Kevin Chavous, a lifelong Democrat and education reformer, now finds himself in an odd position. After learning of Trump’s plan, he said, “While I do not support Donald Trump, his speech on school choice demonstrates that he is giving serious thought to education issues and I strongly challenge Hillary Clinton to do the same…I urge Hillary Clinton to show more openness and creativity when it comes to embracing school reform, choice and charter schools. So far Mrs. Clinton has largely been a representative of the interests of teachers’ unions and the status quo, which is in opposition to parents and students and will serve to be on the wrong side of history.”

Chavous is absolutely correct, but Hillary won’t change. She has jumped into bed with the teachers unions, which now own her. As such, if elected, she will indeed find herself on the wrong side of history – the children, whom she claims so fervently to care about, and their parents be damned.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

Minnesota’s Toxic Twins

Randi Weingarten and Hillary Clinton embrace, as parents sue to modify rigid, anti-child union work rules.

The yearly American Federation of Teachers wingding was a doozie this year. The 100th anniversary of the union and the presence of Democratic presidential nominee Hillary Clinton made for an especially noxious four days in Minnesota – a forced union state – last week. (The AFT affair coincided with the Republican Party convention, but no one would have attended that other event, even if they were on different dates.)

AFT president Randi Weingarten’s talk was laden with typical rah-rah union blather, topped with world-class fawning over Clinton. “Hillary understands the most urgent issues confronting our country. Her bold economic plan puts unions front and center….”

Boy, does it ever. If elected, Clinton will put at least teachers unions front and center. In her talk at the love-in, she gushed, “I want to thank you for being one of the essential partners for everything we need to do to move the country in the right direction.” And she then added “When I’m president, you will have a partner in the White House, and you will always have a seat at the table.” (The you in her statement refers to union honchos, not teachers.)

Minnesota governor Mark Dayton also addressed the throng, tossing out well-worn edu-blob rhetoric like, “…many people did not know how poorly the nation funds public education.” But the “we need to spend more” mantra has been blown up countless times, most recently by Minnesota reformer/writer Chris Stewart who pointed out that North High, one of the poorest performing schools in Minneapolis, receives budget allocations that amount to $17,460 per student, while Southwest High, a school ranked among the best in the nation, gets just $7,782 per student.

The party faithful were in heaven as Clinton and Weingarten oozed their utopian happy talk – so much so, in fact, that hundreds of unionistas took to the streets on the second day of the festivities, tying up traffic and annoying thousands of workers trying to get home during rush hour. But the protestors just had to vent about the “violence visited on the community by Big Banks” and promote the Black Lives Matter agenda. (Can’t let a little good rush hour traffic go to waste!)

Missing from the convention agenda, however, was that the prior week a judge heard initial arguments in a lawsuit aimed at dismantling Minnesota’s union-orchestrated tenure and seniority “protections” for public school teachers. The case was filed by Campbell Brown’s Partnership for Educational Justice and Students for Education Reform Minnesota. The plaintiffs in Forslund v. Minnesota are four mothers from Duluth, St. Paul and Minneapolis. Their suit seeks to have state tenure and dismissal laws ruled unconstitutional, charging they violate the state’s guarantee to a “thorough and efficient” education. It takes three years to attain tenure or “permanent status” – essentially a job for life – in the state. Additionally, the litigants claim that the last-in, first-out statute leads to a less qualified teaching profession. According to Chris Stewart, 98 percent of principals reported losing a quality teacher to LIFO.

The case is similar to the Vergara litigation in California which led to the Wright lawsuit in New York. The latter suit, like Minnesota’s, was also brought by Partnership for Educational Justice along with the New York City Parents Union.

The teachers union is also front and center in another battle in Minnesota. The Gopher State faces severe shortages of teachers in special education, math, science and engineering. As such, you might think that Minnesota – as other states have – would ease the rigid, unnecessary and frequently idiotic credentialing requirements one must suffer through to become a public school teacher. (Bill Gates could not teach a class in computer software in a Minnesota public school because he hasn’t taken the required ed school classes.)

But Minnesota’s Board of Teaching isn’t budging. You see, the board was appointed by the governor, a strong supporter (and beneficiary) of the state’s teachers union, Education Minnesota, which has lobbied against any kind of alternative licensing. The board is comprised of union organizers and representatives of the traditional education colleges whose exclusive franchise would be threatened by a change in the requirements. Also, the ed schools’ faculties are represented by the union.

All the while the union bosses are grousing about the motives of the reformers. Weingarten still swipes at Campbell Brown, claiming that she “continues to do the bidding of her monied donors.” But of course this is just a typical union diversionary tactic. In Minnesota – and elsewhere – the unions have almost total say over who enters the profession and who leaves it. As long as this is the case, many children all over the country will continue to receive a substandard education, and if Hillary Clinton winds up in the White House, she will do everything she can to ensure that the very disturbing status quo remains firmly in place.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

The Teachers Unions Faux Grassroots Organizing

The Hedge Clippers, a union run and organized group, laughably pretends to be grassroots.

The Hedge Clippers, born last year, is an anti-capitalist, left-wing, purportedly grassroots organization whose focus is on exposing “the mechanisms hedge funds and billionaires use to influence government and politics in order to expand their wealth, influence and power.” The group received a mention in the Wall Street Journal a couple of weeks ago in a piece that centered around American Federation of Teachers president Randi Weingarten, who sicced them on a bunch of hedge fund managers that are involved with education and pension reform that the union finds objectionable. Perhaps #1 on the Hedge Clippers’ enemies list is Daniel Loeb, founder of the $16 billion Third Point fund. Loeb has the temerity of being a financial supporter of the wildly successful Harlem Success Academy charter school franchise, run by Weingarten’s avowed enemy, Eva Moskowitz. Weingarten has also accused Loeb of being involved with a group that is “leading the attack on defined benefit pension funds.”

The very same day the Journal piece appeared, the Los Angeles Times ran an “exposé” claiming that “activists reveal more dark-money donors to campaigns against unions and schools-funding tax.” The article centers around the Hedge Clippers outing donors who they claim made undisclosed contributions in 2012 as part of a “dark-money” scheme to defeat Prop 30, an initiative that raised income taxes on the richest Californians and sales tax on all Californians. The essential point of the article is that the Hedge Clippers have discovered that evil and greedy capitalists contributed money to an out-of-state organization, which circulated funds through a series of other groups and eventually back to California.

But just how does the Hedge Clippers enterprise do business? Is this really a “grassroots” entity, as billed? In “United Front: Teachers Unions Quietly Spend Millions on ‘Grassroots’ Groups The 74’s David Cantor reveals that the “grassroots organization” has been created, funded, and directed by two of the nation’s largest political contributors – you guessed it – the American Federation of Teachers and the National Education Association.  The group is led by a union lobbyist who is based at New York City’s United Federation of Teachers headquarters. Moreover, Cantor points out that the Hedge Clippers’ “crusade against opaque financial dealings also seems at odds with the fact that in the last election only two organizations contributed more than the AFT to 527s – less-regulated groups that, since the U.S. Supreme Court’s Citizens United decision, can raise unlimited money for or against candidates….”

But wait, there’s more.

Teacher union watchdog Mike Antonucci weighed in on the subject, pointing out that despite the contributions of those “opposing economic justice,” the Prop. 30 campaign was successful. Perhaps the fact that the alleged grassroots folks (mostly public employee unions) outspent the greedy and evil hedge-funders by almost $14 million had something to do with it.

To fully grasp the teachers unions’ “grassroots” activity, check out the following chart, plucked from the California Teachers Association website. (H/T Antonucci.)

CTA - grassroots chart

As you can see, CTA’s (like most teachers unions’) political organizing is top-down, centrally planned, bureaucratic and frequently at odds with its own rank-and-file. The unions are many things, but grassroots? Hardly. They are run more like the Politburo.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

Teacher Shortage Claim Is Still Short on Data

No matter how many times it’s repeated, the national teacher shortage story is a canard.

In the months since I last wrote about the alleged teacher shortage crisis, I had hoped the hysteria would abate. But alas, it hasn’t; if anything, it has increased, with the teachers unions at the forefront of the bogus story.

Champion alarm bell-ringer Randi Weingarten, president of the American Federation of Teachers, was in fine form when she penned “How the Teacher Shortage Could Turn Into a Crisis” for the Huffington Post last month. Her claims are all ridiculous, of course, but she states them with such certitude that they sound quite believable if one doesn’t know better. “…we lose an alarming number of teachers once they enter the profession— between 40 and 50 percent of new teachers leave within five years. Add to that the loss of mid- and late-career teachers, who have honed their skills but can’t see staying until retirement, and you’ve got a teacher brain-drain unseen in any other profession.” The National Education Association advises, “Want to reduce the teacher shortage? Treat teachers like professionals.” The California Teachers Association informs us that we are on the verge of “The Perfect Storm: California Impending Teacher Shortage Crisis.

And it’s not only the unions that have been infected with the “sky is falling” mentality. In February, Education Week reported “Teacher Shortages Put Pressure on Governors, Legislators.” And a Hechinger Report piece recently warned that “California faces a dire teacher shortage. Should other states worry, too?” Surprisingly, however, the gloom actually lifts near the end of the Hechinger article and clarity ultimately prevails. Dan Goldhaber, director of the Center for Analysis of Longitudinal Data in Education Research puts things into perspective by introducing data which show that between 1984 and 2013 teacher production has increased overall, with a few dips here and there. He calmly states, “This does not look to me like the production of teachers in this country is falling off a cliff.”

Another Hechinger piece posted last month continued the Goldhaber line. “Cries about national teacher shortages might be overblown” takes a look at various state reports. In 2013-2014 in California, 2.5 to 2.7 percent of the teachers hired had emergency certification, a sign of shortage, because schools hire applicants with full certifications first. But fifteen years ago, 14.5 percent of the teachers hired in California were not fully credentialed.

Then, just last week, the National Center for Teacher Quality claimed flatly in its newsletter that we are in the midst of a drummed up teacher shortage crisis. Acknowledging that the number of new teachers produced since 2008 has declined, NCTQ president Kate Walsh points out that “the drop was preceded by a three-decade period of enrollment growth, far outpacing the demand year-in and year-out. America’s 1,450+ institutions which train teachers have been OVER-enrolling for years.” She adds that, “The current decline is what we normally see when unemployment dips and the pool of folks looking for work isn’t as large as in other years.”

Taking an even longer look, the late Cato Institute senior fellow of education policy Andrew Coulson wrote in 2015 that there is an “Evidence Shortage for Teacher Shortage.” He notes that since 1970, “…the number of teachers has grown six times faster than the number of students. Enrollment grew about 8 percent from 1970 to 2010, but the teaching workforce grew 50 percent. There are a LOT more public school teachers per child today, so how can districts and states still claim to be facing teacher shortages?” (Emphasis added.)

Coulson finishes his piece, “So does America have a ‘teacher shortage’ writ large? No. We had 22.3 pupils/teacher in 1970 and 16 p/t in 2012. Compared to the past, we are rolling in teachers. If we have too few in some fields and too many in others, it is (because of) mistakes in policy and/or execution.”

Also, Weingarten’s assertion that “between 40 and 50 percent of new teachers leave within five years” has always been, and still is, a crock. She and other union leaders have been telling that lie since the last millennium. Fortunately the debunking has been picking up. Just a year ago, EdSource’s John Fensterwald reported, “Half of new teachers quit profession in 5 years? Not true, new study says.” He writes that a study conducted by the U.S. Department of Education’s National Center for Educational Statistics found that “10 percent of new teachers in 2007-08 didn’t return the following year, increasing cumulatively to 12 percent in year three, 15 percent in year four and 17 percent in the fifth year. The totals include teachers who were let go and subsequently didn’t find a job teaching in another district.” Just last week, Bellwether Education Partners policy expert Chad Aldeman reported in Education Next, “Turnover rates for inexperienced teachers have been falling, not rising, while turnover has risen among more experienced teachers.”

So after five years one-in-six teachers are gone. Hardly a cause for smelling salts. In fact, other fields have a much higher turnover rate. In banking and finance, for example, the departure rate in 2013 was 17.2 percent and in healthcare it was 16.8 percent. The average for all industries in 2013 was 15.1 percent. So basically, in five years, the teaching profession loses roughly the same percentage of employees that other fields lose every year. So, comparatively speaking, we are hardly “bleeding teachers.”

While I have been looking at the big picture here, to be sure there are some school districts that are short on teachers and other districts may lack teachers in certain subject areas. But rather than promulgating doomsday prophecies, how about simply addressing those specific shortages – like paying science teachers a bit more money to lure them to districts where they are needed.

There is one area in decline that is worth noting, however: unionized teachers. Taking a look at the latest numbers available, courtesy of Mike Antonucci, we see that the National Education Association lost 42,000 active members in 2013, “bringing the union’s total losses among working public school employees to more than 310,000 (10.7%) over the past five years.” That’s certainly bad news for the union’s bottom line, but the rest of us aren’t going to be shedding any tears over that.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

The Latest Teachers Unions’ Monopoly Moves

April revealed the teachers unions’ desperation over losing control of top-down, one-size fits all government-run schools.

In many ways April was normal for teacher union monopolists. Early in the month, the Washington Teachers Union said it would challenge a new law in the Evergreen State that corrected problems in the way that charter schools, which had been marked for extinction, are funded. The modified law would allow their scant eight operating charters to remain open. Obviously that is eight too many for WTU, which is suing over the use of state funding for the schools, as well as their “lack of public accountability.”

Then just last week, writer and former California State Senator Gloria Romero reported that two Orange County Board of Education trustees’ seats are in danger. Being pro-charter and pro-parent are apparently too much for the Santa Ana Educators Association. The California Teachers Association local set up an entity called “Teachers for Local Control,” obviously a union-front group, whose goal is to dump the reformers based on the premise that they are “intent on destroying local control, devastating public education and usurping and overturning the wisdom of locally elected trustees.”

In both cases, it’s union turf-protecting business-as-usual.

But then came the real whacked-out stuff. On April 13th, American Federation of Teachers president Randi Weingarten wrote “A Coordinated National Effort to Decimate Public Schools” – an absolutely loopy piece – for Huffington Post. The factually challenged rant featured every lie imaginable about charter schools, and included a veritable Who’s Who of union bogeymen – Chris Christie, “hedge-fund billionaire” Dan Loeb, Eli Broad, the Walton Foundation, “Tea Party extremists,” et al. While Weingarten is certainly entitled to her opinion, she needed to be busted on her “facts” and two days later Margaret Raymond did just that in HuffPo. The director of the Center for Research on Education Outcomes (CREDO) at Stanford University poked holes in just about every one of Weingarten’s claims. “In her blog, Weingarten states, ‘A well-regarded Stanford University study found that charter school students were doing only slightly better in reading than students in traditional public schools, but at the same time doing slightly worse in math.’ She refers to our 2013 study, ‘The National Charter School Study,’ but errs in both fact and interpretation.” You can read Raymond’s smackdown here.

But perhaps the most bizarre teacher union activity in April, again courtesy of AFT, took place last week in England, where according to the union’s press release, “The American Federation of Teachers, along with teachers unions and nongovernmental organizations throughout the world, will speak out during Pearson’s annual general meeting Friday, April 29, in London to call for a review of its business model that pushes high-stakes testing in the United States and privatized schools in the developing world.”

AFT has a long and complex relationship with Pearson. Twenty-seven of its affiliates have holdings in the global education company, including retirement systems in California, New York, Arkansas, Colorado, etc. The union thinks Pearson’s business model needs rejiggering and has decided to throw its weight around, stressing that the company should forsake its “test and punish policies.” Without getting into the anti-testing hysteria, it is downright bizarre to attack the company’s business model. They are in the business of making tests. What the heck does Weingarten expect them to do, stick a warning label on each test? “Overuse can lead to low self-esteem.” It’s akin to an obese person blaming their weight problem on Hostess for making and advertising Twinkies.

And then there is the non-existent horror of privatized schools in the developing world. Weingarten asserts, “Pearson needs to acknowledge the global right to free and accessible public education….” The union leader’s British counterpart, Christine Blower, general secretary of the National Union of Teachers (known as “NUT” – no, I am not making this up), said Pearson’s involvement “with low-cost private schools in the Global South is jeopardizing access to education for many children. Education is a human and civil right and a public good, for the good of learners and society, not private profit. We hope that Pearson shareholders take on board the issues we are raising and support our resolution.”

So the union leaders want to advance their big government one-size-fits-all unionized education model and infect the rest of the world with what isn’t working well in the U.S. Perhaps the union leaders should read James Tooley’s The Beautiful Tree, an enchanting and inspiring account of the writer’s quest to discover “how the world’s poorest people are educating themselves.” Can you imagine kids getting an education without government or union meddling?! (Think early 19th Century America when literacy rates were higher than they are now.) Tooley’s travels took him to the teeming slums of Hyderabad, India, as well as other poverty-stricken areas and found that children “in low-cost private schools in India, Nigeria and Ghana outperformed students in government schools by double-digit margins in almost every subject.” We’re talking about ramshackle schools with mud floors, adjacent to open sewers, where parents pay $1-$2 a month in tuition because they are so disillusioned with the (frequently unionized) government schools.

In any event, Pearson’s board considered the unions’ resolution but recommended that its shareholders vote against it. And indeed they did. Only 2.4 percent bought the bilge, and the union resolution was defeated by 578,510,587 votes to 14,016,634.

With April in the books, what do our union friends have planned for May? Well, tomorrow there will be a “national walk-in.” Sponsored by The Alliance to Reclaim Our Schools, a union front-group, the event is intended to solidify support for traditional education and minimize the “damage” done by charters and other forms of school choice. Thankfully for the impoverished in the Third World, the union only plans their purely self-serving activity for the U.S. Obviously it isn’t just the Brits who are NUTs.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.