Joe Williams at
The Chalkboard amplifies a vital point made over at the AFT
NCLBlog about the
38th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools. Lots of people happily express strong opinions about charter schools, but don't know what they're talking about. A majority of respondents to the poll believe charter schools are not public schools, are free to teach religion, can charge tuition, and can screen students by academic abilities.
It's true in other areas of the poll as well. Fifty-five percent of respondents admitted knowing "little or nothing at all" about the No Child Left Behind Act. Fifty percent of
public school parents knew little or nothing at all about NCLB.
In at least one case, the poll itself is contributing to their ignorance. The questions about solving teacher turnover problems (Table 27) began with the pollster stating, "During their first five years of employment, almost half of new public school teachers leave the profession."
This statistic, through the unending efforts of the teachers' unions, is so ingrained in the public folklore that it is impossible to get anyone to even examine it. It comes from a single source: Richard M. Ingersoll of the University of Pennsylvania, who examined the federal government's school and staffing surveys, the latest of which covers the year 2000-01. In a March 2006 report titled
Teacher Recruitment, Retention, and Shortages, Ingersoll created a table (Figure 7 on page 22) purporting to show that 46 percent of new teachers leave the profession within five years.
No one has bothered to mention that Ingersoll himself calls the statistic "only a rough approximation," arrived at "by multiplying together the probabilities of staying in teaching" and not accounting for those who later reenter teaching, which "have been found to be as much as 25 percent of those who had earlier departed."
Though Ingersoll's estimate must be respected,
there is no empirical evidence stating half of new teachers leave the profession within five years.
The poll results should be sobering for all of us who spend our professional lives writing and talking about education, regardless of the side we're on. Our "students," it seems, aren't paying attention in class.