{"id":2047,"date":"2019-03-11T17:20:18","date_gmt":"2019-03-11T17:20:18","guid":{"rendered":"https:\/\/www.discovery.org\/education\/?p=2047"},"modified":"2024-10-15T22:02:17","modified_gmt":"2024-10-15T22:02:17","slug":"inputs-vs-outputs","status":"publish","type":"post","link":"https:\/\/www.discovery.org\/education\/2019\/03\/11\/inputs-vs-outputs\/","title":{"rendered":"Inputs vs Outputs"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Sadly, K-12 education all too often focuses on\nmeasuring inputs rather than measuring outputs. However, Texas may soon change\nthis archetype. &nbsp;A new proposal in Texas\u2019s state legislature shifts the\nfocus to rewarding school districts with stronger outcomes. In an <a href=\"https:\/\/www.edweek.org\/ew\/articles\/2019\/03\/06\/texas-republicans-eye-cash-rewards-for-districts.html\">article<\/a>\non <em>Education Week,<\/em> staff writer Daarel Burnette II states, \u201cTexas is\nproposing to, in effect, flip that model on its head by spending more money on\ndistricts that meet certain state standards and less money on those that\ndon\u2019t.\u201d&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Discovery Institute\u2019s American Center for Transforming Education is attentive to education developments in Texas, as the state\u2019s desire to improve education makes them a good candidate for implementing many of the other education reforms we recommend.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">As Don Nielsen points out in his book <em>Every School<\/em>, \u201cVirtually all states have\na salary schedule for their teaching corps. This schedule is usually based upon\nthe teacher\u2019s length of service and the number of degrees the teacher has\nearned. None of these schedules reward excellence, and there are no promotion\nladders that would allow a teacher to earn more based upon excellence in the\nclassroom.\u201d <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The proposal is set to reward excellence. Daarel Burnette II writes, \u201cUnder the proposal, districts would receive $1,450 more for every student achieving 3<sup>rd<\/sup> grade reading proficiency, an amount that would more than double if the student is low income\u2026 a district would [also] receive $2,015 more for every high school student who goes on to enroll in college or the military or graduates with a[n] industry-accepted certificate. That amount would also double if the student is low-income.\u201d  <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hiring and compensation for teachers should be based\non market conditions, as it for other professions. Without this style of\ncompensation system, K-12 education will continue to reward mediocrity and\ndiscourage excellence. <\/p>\n","protected":false},"excerpt":{"rendered":"<p>Sadly, K-12 education all too often focuses on measuring inputs rather than measuring outputs. However, Texas may soon change this archetype. &nbsp;A new proposal in Texas\u2019s state legislature shifts the focus to rewarding school districts with stronger outcomes. In an article on Education Week, staff writer Daarel Burnette II states, \u201cTexas is proposing to, in effect, flip that model on its head by spending more money on districts that meet certain state standards and less money on those that don\u2019t.\u201d&nbsp; Discovery Institute\u2019s American Center for Transforming Education is attentive to education developments in Texas, as the state\u2019s desire to improve education makes them a good candidate for implementing many of the other education reforms we recommend. As Don Nielsen points<a class=\"ellipsis article-more\" href=\"https:\/\/www.discovery.org\/education\/2019\/03\/11\/inputs-vs-outputs\/\"><span> Read More &rsaquo;<\/span><\/a><\/p>\n","protected":false},"author":343,"featured_media":2059,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"_editorskit_title_hidden":false,"_editorskit_reading_time":0,"_editorskit_is_block_options_detached":false,"_editorskit_block_options_position":"{}","footnotes":""},"categories":[48,49],"tags":[],"coauthors":[1062],"class_list":["post-2047","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education-policy","category-teaching"],"acf":[],"author_names":["Bailey Takacs"],"_links":{"self":[{"href":"https:\/\/www.discovery.org\/education\/wp-json\/wp\/v2\/posts\/2047","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.discovery.org\/education\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.discovery.org\/education\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.discovery.org\/education\/wp-json\/wp\/v2\/users\/343"}],"replies":[{"embeddable":true,"href":"https:\/\/www.discovery.org\/education\/wp-json\/wp\/v2\/comments?post=2047"}],"version-history":[{"count":0,"href":"https:\/\/www.discovery.org\/education\/wp-json\/wp\/v2\/posts\/2047\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.discovery.org\/education\/wp-json\/wp\/v2\/media\/2059"}],"wp:attachment":[{"href":"https:\/\/www.discovery.org\/education\/wp-json\/wp\/v2\/media?parent=2047"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.discovery.org\/education\/wp-json\/wp\/v2\/categories?post=2047"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.discovery.org\/education\/wp-json\/wp\/v2\/tags?post=2047"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/www.discovery.org\/education\/wp-json\/wp\/v2\/coauthors?post=2047"}],"wp:action-assign-author":[{"href":"https:\/\/www.discovery.org\/education\/wp-json\/wp\/v2\/post\/2047"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}