As we approach the midterm election in North Carolina, I am also approaching the middle of my ninth year teaching high school English. I, like many other public educators, am scrutinizing the polls, as the outcome of this election will not only influence the future of our state but also my decision to either quit or continue teaching in North Carolina.
A few weeks ago, I saw a report from WalletHub, a personal finance website, that identified North Carolina as the worst state in the country for teachers. Unfortunately, this came as no surprise to me, as our state’s recent history has been characterized by continual attacks on the public education system and its workforce. After the report was published, some hastily pointed out that WalletHub’s conclusion did not factor in the 2014 pay increase that North Carolina teachers received. Surely, some residents suggested, this raise indicates that our state leadership has become supportive of public education.
Nothing could be further from the truth.
The raise was a welcome sight, and while I received a substantial and much-needed pay increase, many of my veteran colleagues received miniscule raises. The “great” teacher pay increase of 2014 was unfairly distributed and consequently inadequate, but it was politically necessary in this election year. Now, certain politicians can claim it represents a renewed commitment to public education, and they secretly hope the pay increase will distract us from recent events that challenge this false narrative and reveal their true intentions.
We, however, have not forgotten the recent past.
We remember the recent plan to “reward” the top 25 percent of a district’s educators with small raises in exchange for relinquishing due process rights.
We remember that North Carolina’s teachers were recently among the lowest paid in the country.
We remember the passing of a state budget that led various districts to cut teacher assistants.
We remember a damaging bill passed last year that eliminated class size caps in early grades.
We remember the reduction of textbook funding from over $111 million in 2009 to $23.3 million in 2014.
We remember the implementation of the unconstitutional voucher program that siphons funds from public education to private schools.
We remember changes to the tax structure that have decreased revenue and threatened sustainable funding for teacher pay, our education system and other essential services.
This list could certainly continue, but the point should be clear: Recent state history reveals serious intent, and multiple attempts, to dismantle public education in order to justify privatization and create profit opportunities in the public sector. Such a privatized system would not honor our state’s obligation to provide a sound education for all students, regardless of race, location, religious beliefor socioeconomic status. One can look to schools in New Orleans, Philadelphia or Chicago to observe the disastrous effects of such free-market policy.
We must see through the political rhetoric that conceals the past so that we can identify and support those candidates who genuinely care about public education. In an election year, everyone claims to be a friend of education, but our citizenry must go beyond the talking points and examine history as represented by each candidate’s voting record, his or her political and business connections, and associated party positions.
This election is a crucial one, and if this state will not make a lasting commitment to public education, I know many educators, like me, will seek out another that does.
Chris Gilbert of Hendersonville teaches high school English. His work has been featured in National Council of Teachers of English Journal and on The Washington Post’s education blog, “The Answer Sheet.”
