Yesterday, the Concord Monitor, along with a number of other media outlets across the country, ran a story about a new report on “teacher absenteeism,” produced by the conservative think tank, The Fordham Institute.
The crux of their entire report is that based on their research that public school teachers – specifically the unionized public school teachers – take more sick days than charter school teachers.
According to the report, “Twenty-eight percent of traditional public school teachers are chronically absent, compared with 10 percent in charter schools.”
Fordham defines chronically absent as being absent for 10 or more days a year.
Educators were quick to disagree with Fordham’s research.
“Fordham is a biased organization that is driven by an anti-student agenda with anti-public education funders,” wrote the National Education Association. “The authors of this study themselves note that their own research ‘cannot establish a causal relationship between any specific policy or factor and absenteeism.’ Fordham is using corrupted assertions to draw misguided conclusions that denigrate the service of hardworking educators who put the best interest of students at the center of their daily lives.”
The report specifically targeted New Hampshire along with seven other states, claiming that, “public school teachers are at least four times as likely to be chronically absent.”
“The report did not look at New Hampshire schools specifically, instead it conveniently lumped together data to make their conclusions. I think actual abuse of paid time off is quite rare,” said Megan Tuttle, President of NEA-NH. “If a teacher is not in their classroom as expected, it is most likely because of illness, issues with child-care, or increasingly now, with elder care. And because of the limitations placed on public schools that charter schools do not have to operate under, public school class sizes are larger, increasing a public school teacher’s exposure to more kinds of illness.”
“It’s no secret that teaching is a high stress profession, and that stress is only getting worse. In addition to their assigned duties, teachers now also address issues of student homelessness, hunger, addiction and abuse. In some cases, teachers have acted as protectors and first responders as the incidence of school violence increases. Teachers dedicate their lives to their students, often reaching into their own pockets to purchase supplies and food. To paint them, as this report tries to do, as somehow focused only on themselves is shameful,” added Tuttle.
“A poorly-designed report that, for example, counts maternity leave as chronic absenteeism,” said Doug Ley, President of AFT-NH. “Using the logic of the report, ill teachers should report to work regardless of the risk of spreading illness to students and colleagues.”
“In my experience working with teachers and para-educators, they tend to under-utilize their sick days. Why? Because they stay late, arrive early, and are 100% dedicated to the education and welfare of their students, and hesitate to miss a day and hinder their students’ learning,” added Ley.
The report attempts to pit workers against each other by suggesting that teachers get too many “sick and personal” days off per year.
“On average, teachers get more than twelve sick and personal days per year, though only one-third of US workers are entitled to ten or more sick days.”
Fordham conveniently omitted the fact that 68% of full-time private sector workers get between 6-10 paid sick days a year and this does not include additional paid vacations days or paid holidays. Most large companies give employees more than 10 sick days per year after 20 years of service.
“The question the Fordham Institute should ask is: How do we recruit, retain and support teachers for America’s schools—teachers who, the OECD has shown, are paid much less than their similarly educated peers, teach longer hours, and have less time to prepare their lessons than their international counterparts?” said Randi Weingarten, President of the American Federation of Teachers.
This report is nothing more than paid propaganda attacking unions and the collective bargaining process that has helped generations of workers in the public and private sectors.
“The report also tries to link collective bargaining with increased sick time, but what it fails to point out is that contracts limit the amount of sick time a teacher has available to take,” continued Tuttle. “Rather than leaving it open ended, teachers, administrators and school boards balance the number of days any teacher has available to be out sick with the health needs of educators, and cap it to prevent abuse.”
Even if you believe Fordham’s research, which is clearly skewed against public school teachers, it does make the case that unionized teachers who bargain collectively, get better benefits than their non-union counterparts.
“Educators at charter schools, most without the benefit of a collectively bargained contract, are often forced to quit because they don’t have leave and vacation provisions to fall back on. The reality is that charter schools need better leave policies, not worse ones, a fact ignored by Fordham,” explained Weingarten.
Fordham’s feeble attempt to pit worker against worker only proves that when workers stand together and bargain collectively, they will all do better.