Emily and Bryan Hassel have an idea: Don't get too hung up on plans to make teachers better. Instead, figure out how to help the best teachers reach far more students. After all, they argue, the top 20 percent of teachers are three times as effective as the bottom 20 percent.
Try as they might, though, they cannot escape the need to support teachers through good old fashioned staff development, curriculum and assessment. It's time the education economists paid much closer attention to these critical areas, which are just so déclassé these days.
Of course, the Hassels' argument raises all sorts of questions. How do you identify the top 20 percent of teachers? Do we trust test scores? Will teachers stay in the top 20 percent from year to year? Are the "top" teachers good in every kind of school? Are they effective with every kind of student?
But the Hassels face an even bigger challenge. Their plan will require nothing short of a massive investment in all those things their fellow educonomists find oh-so tedious: Teacher training. New curricula. Much, much better tests. If we pursue the Hassels' brave new reforms the way we pursue most reforms--on the cheap--then we're going to be in a whole heap of trouble.
The Hassels, like so many of their ideological brethren, seem to believe that great teachers are born, not made. Hence their relatively dim view of staff development. (I've always found it curious that so many reformers who insist that every child ...