The following comment on the Projo Online edition of the editorial from Ethnographer outlines the issues in the broader context of Rhode Island's economic crisis. Ethnographer's comments are quoted below with permission.
Quality education should be the issue, not Union power when the Assemble reconvenes.
Economic development does not come from higher pay and benefits. It comes from higher value production.
When the teachers unions can demonstrate that it can produce a higher value product for the community that buys their services, then they might have a basis for earning the higher wages, and benefits.
But binding arbitration has nothing to do with quality product, only raw power.
Unions serve a useful purpose when a worker group is at a disadvantage, such as the recent article about the "adjunct faculty" at URI and RIC, and the employer is in a monopoly position. But when the union is the monopoly, as they would be in a binding arbitration situation, they no longer serve a useful purpose for the consumers (the communities) which purchase their product (teachers) nor the resource (the teachers) they monopolize through their representation.
The growth of the Charter school movement demonstrates how the public is prepared to spend its education dollars on quality if given a competitive option.
At one time teaching was a "noble" profession and for some it still is seen as a "calling."
Unfortunately, today it is sold as a commodity to the communities and a job to young teachers ("cattle calls")entering the field. Meanwhile the real purpose, educating students suffers as seen in RI graduation rates.
Education is too important to the economic development and welfare of the community and to the next generation to be entrusted to the "wisdom" and monopolistic power of Union leaders and union politics.
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