Potentially drastic changes to teacher personnel policy in Ohio have been at the heart of heated debates for the last five or six months, precipitated by provisions in controversial SB 5, Ohio's collective bargaining law, as well as about-to-be-passed state biennial budget HB 153. Either set of provisions would change the way teachers are evaluated, rewarded, retained, dismissed, developed, and placed (though Fordham strongly prefers the language in HB 153).?
Among the myriad ways these policies would change the face of teaching and learning, however, ?merit pay? seems to be the maelstrom?toward which the majority of coverage and attention has been pulled. (For a quick experiment, google ?merit pay and Ohio? and ?teacher evaluations and Ohio? and see how many more recent hits the former returns.)
The House's teacher provisions (fingers crossed that that it will get re-inserted during conference committee) would get rid of seniority-based layoffs, develop a rigorous and sophisticated rating system for teachers, undo forced placement of ineffective teachers, use student test scores in evaluations, and effectively get rid of tenure (among other things). And yet the media seems to have a fixation on ?merit pay,? dwindling the entire teacher policy debate down to this one issue, or conflating ?merit pay? with other ? arguably more critical ? teacher policy reforms.
Even worse is that those who oppose merit pay can drum up legitimate points against it ? the research showing that merit pay improves student achievement is weak; Ohio...