This column originally appeared in USA Today on June 27, 2004.

Solution isn't that simple

Reg Weaver
President, NEA

When common sense and research meet, they should provide guideposts for action. Parents and teachers have long understood the value of parental involvement, teacher quality and class size from direct experience. Numerous research studies confirm the impact those factors have on student achievement. And public opinion recognizes that after parental involvement, teacher quality and class size make the biggest difference in how much students learn.

Unfortunately, policymakers too often look for the flashy, cure-all remedies when what is needed is a comprehensive approach that takes into account all of the factors that address teacher quality. Again, research confirms what common sense suggests — that schools must address a range of issues, such as teacher preparation, entry-level requirements, ongoing evaluation and professional development, and compensation to get the type of teachers that parents want and students need.

Every year, well-intentioned people issue reports or proposals to address teacher quality. But the National Education Association and its affiliates are involved in taking on these issues every day — before school boards, state boards of education and legislatures. We've been at this work since 1857, and we will continue as long as we exist.

Proposals to pay some teachers more than others do nothing to motivate all teachers and simply create a competitive environment, in contrast to efforts that foster teamwork among teachers and achieve the goal of a qualified teacher in every classroom. Proposals to make it easier to fire teachers do nothing to address the challenges schools face in attracting qualified teachers to take their place.

We can and must take steps to attract and keep smart, energetic and committed people in the teaching profession. And we must also work to address other issues that affect student achievement.

Students can't learn when they are hungry or sick. Expanding access to nutrition and health care programs are essential parts of education reform. Low-income students are less likely to participate in developmental child care programs and all-day kindergarten. Both have proved effective in promoting long-term educational achievement. Helping young parents understand how they can help their children by reading to them and staying involved in their academic lives can also make a huge difference. The need to boost parental involvement argues less for a government program than for better communication between parents and teachers.

It's clear what won't work — more finger-pointing and simplistic solutions. Teachers and parents must work together. Schools and communities must work together. And policymakers must listen to the views of teachers and parents.

If we all do our part, we can make public schools great for every child.