I’ve long argued on this blog that there’s not a dime’s worth of difference between Republicans and Democrats when it comes to many of the crucial issues facing Virginia today. But education does seem to be a topic where a glimmer of daylight appears between the two. With Democrats, the answer is simple: mo’ money. Republicans often chant the same mantra, but they occasionally deviate from the more-money-solves-all-problems orthodoxy.
Reflecting the differences in philosophy, here are two examples from two e-mails that I have received in the past couple of days. The first comes from Sen. R. Creigh Deeds, D-Hot Springs, who has submitted several bills and budget amendments relating to education. One bill, SB 267, stands out for creating an open-ended financial commitment. It would require that the average salary of a Virginia teacher be equal to or greater than the national average. Virginia, notes Deeds, currently ranks 31st nationally in teacher pay.
Gee, Mr. Deeds, while you’re at it, could you please submit a bill requiring Virginia writers and journalists be paid more?
Seriously, should the state be setting arbitrary minimums for teacher salaries, which vary widely according to local supply, demand and cost of living? If recruiting teachers is a problem for some localities, why not let them adjust compensation as they deem necessary? Does this do anything other than transfer money directly from taxpayers to teachers and reward the Virginia Education Association, a steadfast ally of the Democratic Party?
Another e-mail comes from Lt. Governor Bill Bolling, who supports the so-called “65% Solution,” as embodied in HB60 submitted by Jeffrey M. Frederick, R-Woodbridge. As Bolling explains, only 60 percent of Virginia’s educational expenditures on average make it to the classroom; the rest gets soaked up by administrative overhead. Frederick’s bill would set a goal for school systems to direct 65 percent of their educational dollars to the classroom. If they fall short, they would have to create a plan to increase instructional spending by 0.5 percentage points the following year.
Statewide, achieving the 65 percent standard would funnel an extra $400 million into higher teacher pay, smaller classrooms or other classroom priorities that schools boards selected.
The Deeds approach: Mo’ money, no accountability. Just open up your checkbook. The Frederick approach: Restructure top-heavy school administrations and spend more money where it counts. I know which approach I prefer. How about you?