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Since its inception in 1979, the U.S. Department of Education has not directly educated students.
Mathematics and reading scores are down in public schools despite per-pupil spending having increased by more than 245% since the 1970s, indicating that more spending does not mean better education. The growth of administrative demands within public schools has significant implications for both teachers and students. The number of district administrators in U.
S. public schools has grown 87.6% between 2000 and 2019 compared to student growth at 7.
6% and teacher growth at 8.7%. Resources are diverted to support an increasing number of administrators.
There are certainly instances in which the hiring of additional administrators at both school and district levels has led to improved student outcomes. While one of the most pressing issues facing educators is the overwhelming paperwork and regulatory demands imposed by the administrative state. Teachers are often required to “teach to the test,” focusing primarily on test scores and tracking results that serve administrative needs rather than the educational needs of students.
This approach undermines the creative and holistic aspects of teaching, stifling the ability of educators to inspire and foster a love of learning within their students. Consequently, the intrinsic value of education is overshadowed by the demands for academic measures of success, while overlooking the demonstrated proficiency of applying hands-on learning skills needed in the workplace as demanded by employers. For decades, education has trained students and teachers to focus on grades rather than learning.
Proficiency-based education focuses on specific learning targets and the demonstration of a student’s proficiency with the content. It allows students multiple opportunities to prove their understanding and incorporates flexibility for individual learners rather than pushing all students through the content at the same pace regardless of their comprehension of the material. It creates a partnership between the teacher and student with regard to a student’s progress, and it increases a student’s ownership of their own learning.
At that point, grades actually do indicate what a student has learned and is able to do. Schools across the United States are grappling with teacher shortages, particularly in areas such as career and technical education (CTE). These subjects are crucial as they prepare students for rewarding careers and post-secondary education.
The problem is most acute in high-demand, high-wage subjects, where teachers encounter higher opportunity costs to teach. The allure of better-paying jobs outside of teaching exacerbates the shortage, making it difficult for schools to attract and retain qualified educators in these vital fields. The administrative burden contributes to this shortage by creating an environment that is less appealing to potential teachers.
When the focus is on bureaucratic compliance rather than educational enrichment, it diminishes the attractiveness of the teaching profession. By simplifying compliance requirements, teachers can devote more time and energy to their primary role — educating students. Additionally, investing in resources that directly support teaching, such as professional development opportunities and classroom materials, can enhance the effectiveness of educators and improve student learning experiences.
Sign up for Viewpoints, an opinion newsletter Moreover, it is crucial to recognize and reward the dedication and hard work of teachers. Providing competitive salaries, benefits and opportunities for career advancement can make the teaching profession more attractive and help address the shortages in critical areas. Supporting teachers means valuing their contributions and ensuring that they have the necessary tools and environment to thrive.
By prioritizing teaching over bureaucracy, we can create a more supportive and effective educational environment that benefits both educators and students. Addressing teacher shortages, particularly in high-demand areas, and recognizing the importance of providing a well-rounded education are key steps in this process. Ultimately, the goal should be to empower teachers to do what they do best — educate and inspire the next generation.
Glenn Marshall of Williamsburg serves on the Association for Manufacturing Excellence (AME) Southeastern Regional Board. The AME Hampton Roads 2025 Lean Summit , May 6-8, will explore innovative organizational strategies with industry leaders and educators to share best practices about achieving operational excellence..
