Teachers' salaries should be based on their students' academic performance.
Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.
People often tend to vacillate between the opinion that teachers do not earn a sufficiently high salary, in proportion to the responsibility they have in educating new generations of kids. However, based on the author’s claim, teachers’ salaries should be based on their students’ academic performance, thus representing a capricious way to allot money to them. Since I believe the introduction of this method of retribution would exacerbate and complicate the current system, I disagree with the author’s claim.
In the first place, I strongly think that students’ academic performance is too unpredictable, thus it cannot represent a systematic way to allot teachers’ salaries. For example, let’s consider how this change would affect the Italian school system. The latter provides that the same teachers teach to the same class of students throughout either the first 3 years of high school or during the whole 5-year cycle. Obviously, the difficulty of the courses taken by the students, who do not have the chance to choose them, increases gradually year after year. It would result unfair then to allot more money to a teacher whose students are all attending the first year and thus having a higher probability of higher academic performances.
Furthermore, teachers in this way would not be judged (and paid) based on the preparation and experience they have, but just based on the results their students are having. Since many people believe that workers’ salaries should be proportional to the quality of the work they are doing, this method could seem a reasonable way to pay them. Nevertheless, I think that students’ academic performances do not represent nor quantify the quality of the teachers’ work. For instance, if one of the above-mentioned teachers of the Italian school system is assigned to a class in which the average scores are substantially lower than others, then the teacher would be paid less even though she’s exploiting her job with the same effort and quality of his/her colleagues.
On the other hand, one could argue that if the majority of kids get lower grades than usual it is because of the teacher who is not experienced or good enough to make all the students study and understand the syllabus. It is true that in some of the cases it is the teacher’s fault, but in the majority of them there would be other explanations for students’ bad results. For example, let’s consider the average grade of one of the toughest courses in the university bachelor course I’m attending, Mathematical Analysis I: every year the average grade among all the students who take this exam is 22/30. Even if there are more classes of this course, and thus more teachers explaining the same arguments, the average grade oscillates between 21 to 23 every year. The lower performances, in this case, would not represent the quality of teaching.
In conclusion, I would say that, for the reasons stated above, students’ academic performance is not an adequate way to allot teachers’ salaries.
| Post date | Users | Rates | Link to Content |
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| 2024-07-15 | sepnkycehmqcodjefl | 62 | view |
| 2023-10-24 | raghavchauhan619 | 62 | view |
| 2023-10-04 | sunnyojh | 66 | view |
| 2023-10-04 | sunnyojh | 62 | view |
| 2023-09-27 | seoul_milk | 83 | view |
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Grammar and spelling errors:
Line 7, column 239, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
...rstand the syllabus. It is true that in some of the cases it is the teacher’s fault, but in...
^^^^^^^^^^^
Transition Words or Phrases used:
but, first, furthermore, however, if, nevertheless, so, then, thus, for example, for instance, i think, in conclusion, it is true, in the first place, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 19.5258426966 92% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 12.0 14.8657303371 81% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 40.0 33.0505617978 121% => Less pronouns wanted
Preposition: 63.0 58.6224719101 107% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2559.0 2235.4752809 114% => OK
No of words: 497.0 442.535393258 112% => OK
Chars per words: 5.14889336016 5.05705443957 102% => OK
Fourth root words length: 4.72159896747 4.55969084622 104% => OK
Word Length SD: 2.91795597708 2.79657885939 104% => OK
Unique words: 236.0 215.323595506 110% => OK
Unique words percentage: 0.474849094567 0.4932671777 96% => OK
syllable_count: 776.7 704.065955056 110% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 48.5884709182 60.3974514979 80% => OK
Chars per sentence: 142.166666667 118.986275619 119% => OK
Words per sentence: 27.6111111111 23.4991977007 117% => OK
Discourse Markers: 9.33333333333 5.21951772744 179% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 1.0 10.2758426966 10% => More positive sentences wanted.
Sentences with negative sentiment : 11.0 5.13820224719 214% => Less negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.192042032471 0.243740707755 79% => OK
Sentence topic coherence: 0.0681135286715 0.0831039109588 82% => OK
Sentence topic coherence SD: 0.0605964652068 0.0758088955206 80% => OK
Paragraph topic coherence: 0.123335214553 0.150359130593 82% => OK
Paragraph topic coherence SD: 0.0644988153062 0.0667264976115 97% => OK
Essay readability:
automated_readability_index: 16.6 14.1392134831 117% => OK
flesch_reading_ease: 44.07 48.8420337079 90% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 12.89 12.1639044944 106% => OK
dale_chall_readability_score: 8.47 8.38706741573 101% => OK
difficult_words: 110.0 100.480337079 109% => OK
linsear_write_formula: 15.5 11.8971910112 130% => OK
gunning_fog: 12.8 11.2143820225 114% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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Rates: 54.17 out of 100
Scores by essay e-grader: 3.25 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.