My survey:

Based on your experience working in a traditional public school serving primarily low-income and/or minority students, what percentage of the teachers you worked with were (the numbers in the three boxes must add up to 100):

  • Good/great (you would be happy to have your child in the class)
  • Fair, but improvement is possible (you would have reservations having your child in the class)
  • Horrible and unlikely to ever improve (you would NEVER permit your child to be in the class)

46 people responded and here were the results:
Good/great: 20%
Fair: 35%
Horrible: 45%
This is obviously a very skewed group of mostly TFA teachers in the worst schools, but nevertheless I’m shocked that the horrible number is so high. If this figure is even close to being right, then the problem is even bigger than I thought. I’ll have to think about the implications of this, but one obvious one is the enormous importance of changing union contracts (and other factors) that make it impossible to remove horrible teachers — and let’s be clear, everyone knows who they are. There may be some tough calls regarding whether to keep certain teachers in the “fair” category, but horrible ones who are unlikely to ever improve need to find another line of work — but, esp in this economy, they will fight to the death to keep their very nice jobs…
2) Here’s a comment from one person who responded to the survey:
Good/great: 50%
Fair: 30%
Horrible: 20%

I taught in NYC for 5 years, from 2002-2007; I taught 5th grade, all subjects, and I was not TFA, but was NYCTF. One quibble with your survey and its framing: I would not want my daughter in any classroom in my school, regardless of the teacher quality. The curriculum (Teacher’s College reading and writing; Everyday Math, virtually zero science, social studies, art and music) was either bad or nonexistent, and the social environment (harsh, chaotic) was not fit for any child. I agree that teacher quality is huge, but it’s not enough to overcome all other problems. Great schools are great schools when all or most of the moving parts (teachers, administrators, curriculum, accountability, environment, seriousness of purpose, parental involvement, et al) are working. Planes can fly if they lose an engine, even two. They can’t fly on one. At least not for very long.