Building on previous work of The New Teacher Project, data from the National Council for Teacher Quality, and other research, this overview of teacher tenure policies asserts that the tenure bar is set too low, that student achievement has nothing much to do with tenure decisions, and that the political resistance to reform in this realm is potent. Author McGuinn offers a handful of solutions, for the most part focusing on the power of the federal purse. He would leverage Washington’s education dollars to prod states to make tough policy changes: Tie student achievement to teacher evaluations (as Race to the Top is already doing), eliminate tenure at the state level, or at least free district hands from tenure restrictions. He also reminds states and districts that other avenues are already open to them, such as revamping teacher licensing and re-licensing procedures, and taking advantage of loopholes in current union contracts. He’s optimistic that the conversation about teacher tenure has turned in a positive direction. We’re more cautious. But if you want a comprehensive overview of teacher tenure to date, you would do well to start here.
Patrick McGuinn, Drew University and Institute for Advanced Study
Center for American Progress
February 2010