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Countries with the best-performing school systems largely recruit teachers from the top third of high school and college graduates, while the United States has difficulty attracting its top students to the profession, a .
Singapore, Finland, and South Korea draw 100 percent of their teachers from the top third of the academic pool, write the authors, Byron Auguste, Paul Kihn, and Matt Miller, of the management-consulting firm McKinsey & Co., based in Washington. But only 23 percent of U.S. teachers come from the top third of college graduates鈥攁nd in high-poverty schools, that rate drops to 14 percent.
Salary is keeping some top graduates away, say the authors. A starting teacher in New York City makes about $45,000, while a starting lawyer makes $160,000. Nationally, starting teacher salaries average $39,000, and go up to an average maximum of $67,000.
In contrast, starting salaries in Singapore are more competitive, and teachers can receive retention bonuses of $10,000 to $36,000 every three to five years, the report says. Teachers also receive merit-based bonuses and increases, ranging from 10 percent to 30 percent of their base salaries. In South Korea, teachers receive salaries that would translate to between $55,000 and $155,000 in the United States, it says.
Some of the world鈥檚 top-performing nations on international exams spend a higher percentage of their gross domestic product per capita on teachers鈥� salaries.
Note: OECD is the Organization for Economic Cooperation and Development
SOURCE: McKinsey & Co.
Lack of Prestige
Teaching as a career also lacks academic prestige in the United States, the authors maintain. 鈥淢ore than half of teachers are trained in schools with low admission standards; many accept virtually any high school graduate who applies,鈥� they write.
Kate Walsh, the president of the Washington-based National Council on Teacher Quality, agreed with the authors鈥� contention that there is a low academic barrier of entry into teaching. 鈥淚t鈥檚 easier to get into ed. school in the U.S. than it is to qualify to play college football,鈥� she said, noting that most college sports programs require a minimum grade point average and SAT score, while some teacher-preparation programs do not.
By contrast, in Finland, the process for becoming a teacher is 鈥渆xtremely competitive,鈥� and 鈥渙nly about one in 10 applicants is accepted to become a teacher,鈥� according to the McKinsey report. Applicants to education schools are drawn from the top 20 percent of high school classes and must pass several exams and interviews. 鈥淭eaching is the most admired profession among top students, outpolling law and medicine,鈥� it says.
The report notes that teacher retention is a struggle in the United States as well. The yearly attrition rate is 14 percent overall and 20 percent in high-poverty schools. Attrition in Singapore is 3 percent and 1 percent in South Korea.
The McKinsey report lays out some 鈥渃ost-effective,鈥� though 鈥渘ot necessarily inexpensive,鈥� ways U.S. schools could attract more top-ranked college graduates.
The authors believe the United States could increase the proportion of top-third graduates who go into the field from 14 percent to 34 percent without even raising pay. That scenario, which would cost an estimated $66 million per state each year, would entail subsidizing teacher-preparation tuition; ensuring more effective administration and training opportunities in high-need schools; improving working conditions; and providing performance bonuses of up to 20 percent.
Alternatively, the country could raise top-third new hires from 14 percent to 68 percent by paying new teachers at least $65,000 and offering a maximum salary of $150,000, says the report.
Some teaching experts stressed that, even apart from increasing salaries, the profession in the United States could be made more attractive if teachers had more opportunities to learn from colleagues and grow professionally. 鈥淚n Singapore and Finland, teachers have more time to collaborate,鈥� said Linda Davin, a senior policy analyst for the National Education Association. 鈥淚n this country, compared to other industrialized countries,鈥� she said, 鈥渢eachers have much more time on instruction with students,鈥� which can cause them to feel isolated.
鈥淚 think it鈥檚 a complicated issue that鈥檚 not just about getting the top-level people,鈥� said Kathleen Fulton, a director at the National Commission on Teaching and America鈥檚 Future. 鈥淚 think we鈥檙e still going to lose them if we don鈥檛 have the right kinds of conditions to support continuing learning.鈥� She suggested giving teachers flexible options for moving up the ladder, such as becoming a mentor or curriculum coordinator while teaching part time.
Apples and Oranges?
Kevin Huffman, a spokesman for Teach For America, stressed the potential of making entry into teaching at once more competitive and less arduous. 鈥淭he U.S. tends to ... make it easy to get into education programs, but then make people jump through hoops to actually become teachers.鈥� TFA has a rigorous application process that accepts fewer than 10 percent of applicants. Once accepted, corps members enter the classroom quickly. The model is similar to those in some other countries, Mr. Huffman said.
One major caveat in comparing the United States and the other countries cited in the report is 鈥渢he incredible diversity of the U.S.,鈥� Mr. Huffman cautioned. 鈥淲e know in the U.S. that figuring out solutions in a middle-class neighborhood is different than [finding] solutions in high-poverty areas.鈥�
Yong Zhao, a professor at Michigan State University鈥檚 college of education and an international education expert, questioned the McKinsey report鈥檚 methodology. The authors make too many cross-cultural assumptions and fail to attribute much of their data, he charged.
The authors were unavailable to respond to his assertions.
For instance, Mr. Zhao said, the entry requirements for education school in Singapore are 鈥渁ll criteria-based, not norm-based,鈥� though the report implies they are norm-based by stating that only the top third of students are accepted. 鈥淚t鈥檚 misleading,鈥� he said.
Even with reliable data, Mr. Zhao said, it鈥檚 tough to make the types of comparisons the report uses. Singapore only has 23,000 teachers and one school of education, he pointed out, while the report notes that there are currently 3.3 million teachers in the United States. 鈥淗ow can you compare it to a system like this?鈥�
