Educational Quality in U.S.
The quality of education in the United States falls short of my expectations. I think I have discovered a reason.
Educational quality, or lack thereof, probably has to do with the quality of the teachers. Last month my wife, who has a bachelor of arts degree, passed the California Basic Educational Skiils Test (CBEST), met the other requirements to become a teacher, and decided to quit working in the insurance industry to respond to an ad for substitute teachers in the Torrance Unified School District.
She was told she could expect $62 per day. As a “full-time” substitute, she could thus expect $1,240 per month (20 days times $62). This was about half of her current income and we felt she could not justify the reduced financial valuing of her efforts.
An ad in the paper for a supervising clerk in the Torrance Unified School District, listed the position at $1,617 to $1,965, plus benefits (generally not available to substitutes). The clerk, the ad said, is required to prepare correspondence and answer routine questions regarding district policies, type 50 w.p.m., etc. My wife would probably have taken the substitute teaching job for the advertised pay rate for the clerk.
When clerks (needed and valued persons) are paid 50% more than substitute teachers (I have no information on regular teachers) it makes it difficult for a quality, qualified individual to decide to help 25 or 30 challenging students when they can earn considerably more taking dictation and typing (or many other jobs that do not require years of forgone earnings and evenings of lesson planning, paper-grading, advanced courses as in Mexican culture and language, “open houses,” or similar required tasks).
The ad for teachers “requires valid California teaching credential with California teaching experience in public schools in the last 39 months, or must pass CBEST.” Four years or more of college education is an implied requirement.
The ad for the clerk requires three years of clerical experience plus the typing and a dictation requirement (skills taught at many good high schools).
Are our values where we want them? Why would we expect to attract a significant number of quality substitute teachers to our schools?
FREDERICK G. KNIRK
San Pedro
