By Jon Marcus for The Hechinger Report.
Broadcast version by Eric Tegethoff for Washington News Service reporting for The Hechinger Report-Public News Service Collaboration
Raad Jassim really likes his job.
As an adjunct faculty member at a Canadian university, Jassim has four teaching assistants to help him grade assignments and answer questions. He makes the equivalent of about $7,000 per course, per term. He has a multiyear contract and can typically pick the subjects that he teaches. He has an office, access to professional training and government-provided health insurance.
All of these things, he said, help him focus on the reason that he’s there: his students.
And few of these benefits, or that kind of pay, are available to his counterparts south of the border, in the United States.
The comparatively poor working situation of American adjuncts “is a sad story,” said Jassim, who teaches corporate finance, real estate investment and managerial and engineering economics at McGill University. “It breaks my heart.”
Now there’s new scrutiny of how adjuncts’ pay and benefits affect not only them but also their students, who often go into debt to cover rising tuition.
Some 44 percent of American university and college faculty are part-time, according to the National Center for Education Statistics.
U.S. adjuncts worry about their ability to engage with students and how well their students are learning, according to a new study that compares Canadian adjuncts with what it calls the “woefully under-supported and poorly compensated” American adjuncts.
“The people we’re relying on to teach our youth are dedicated and feel meaning in their jobs but are being relied upon without making a living wage,” said Candace Sue, executive director of Chegg’s Center for Digital Learning, a spin-off of the textbook and study help company that produces resources about technology and education and commissioned the study.
“It’s not fair to them — we know that. But it’s also not fair to the students who are relying on them to be focused on the classroom and to keep them going.”
The research is among the latest to document the woes of what has grown into an army of 792,000 U.S. university part-time and contingent faculty who work part time or on fixed contracts.
American adjuncts earn a median of $3,700 per course, an amount that has declined significantly when adjusted for inflation, the American Association of University Professors, or AAUP, says. The figure comes from 900 universities and colleges that provide employment data for about 370,000 full-time and 90,000 part-time faculty.
More than one in four adjuncts earn below the federal poverty level for a family of four, another new report, from the American Federation of Teachers, or AFT, finds. More than three-quarters are guaranteed employment for only one term or semester at a time. That information is based on a survey distributed to adjuncts who are AFT members and, through social media, to adjuncts who are not members of the union; 1,043 responded. The AFT represents 85,000 adjuncts who have unionized.
“If you’re cobbling together jobs at different universities to make ends meet, you don’t have the time to do the work you want to with your students,” said AFT President Randi Weingarten.
Fifty-seven percent of adjunct faculty, and almost all of the adjuncts at community colleges, get no medical benefits, the AAUP says. About one in five rely on Medicare or Medicaid, according to the AFT.
“You’re almost like a starving artist,” said Antwan Daniels, an adjunct in Kansas City and father of four who teaches chemistry at three different universities — one in person and two online — while also working on a doctorate in higher education administration.
Though much of the conversation around these salaries and benefits has centered on the toll it takes on adjunct faculty members themselves, researchers have turned to documenting how it is affecting students.
“Like with everything, if a contingent faculty [member] doesn’t have security themselves, it’s really hard to do that million and one things to help their students,” said Josh Kim, a sociologist at Dartmouth and a senior fellow at the Center for New Designs in Learning and Scholarship at Georgetown University, who began his own career as an adjunct.
More than a third of adjuncts in the Center for Digital Learning study, which was conducted by Hanover Research, said low pay and lack of benefits or job security affected their ability to engage with students and the learning students take with them from class.
Adjunct faculty are more likely than faculty in general to say they don’t have enough time to prepare their courses and don’t receive enough administrative support, according to a breakdown of a September faculty survey provided to The Hechinger Report by the educational publishing and technology company Cengage.
“Unless the school has a well-rounded support system for the adjunct faculty, you’re serving the students at probably 60 percent of your capacity,” Daniels said. “You’re having a rushed conversation. You’re trying to distill it down to, ‘What do you need at this moment?’ ” Students, he said, “are not served in the way they should be.”
Fewer than half of adjuncts say they’ve received the training they need to help students in crisis, the AFT survey found.
“We have a population of people that are being depended on to educate students that don’t have all the tools in their toolkit to do it in the way that we as a society expect them to be supported to do their jobs,” Sue said.
These new studies follow earlier findings by the Delphi Project on the Changing Faculty and Student Success showing that increased reliance on part-time and non-tenure track faculty resulted in higher dropout rates, lower grade-point averages and graduation rates and a reduced likelihood that community college students will continue on to four-year institutions for bachelor’s degrees, among other things.
“There are now two decades of research saying that having more exposure to part-time faculty who lack the most support leads to more dropouts, lower graduation rates, lower GPAs and difficulty finding a major,” said Adrianna Kezar, director of the Delphi Project and the Pullias Center for Higher Education at the University of Southern California, where it’s housed.
Last-minute hiring and lack of job security are among the biggest problems, Kezar said. But “it’s overwhelming and cumulative, the number of bad working conditions, so you can’t totally distill out one or two. There are so many of these things that add up.”
What’s bringing new attention to this issue, she said, is that “institutions are being held accountable more” for their success rates, “so they’re more worried about these connections.”
Things appear brighter in Canada, the Center for Digital Learning study found in its comparison. Canadian adjuncts were almost three times less likely to be concerned about low salaries, and 87 percent of them get benefits.
“It does show that alternatives are available,” the report concluded.
While policies like that require financial investments by universities and colleges, Weingarten said it’s mostly a matter of these institutions’ priorities.
Instructional spending by universities, per student, goes down as the proportion of the faculty who are adjuncts goes up, a researcher from the Center for the Study of Academic Labor at Colorado State University found.
People think the cost of higher education is increasing “because there are more and more resources that are going into teaching and learning and it’s completely the opposite,” Weingarten said. “Where is the rising tuition going? Where’s the money going?”
Life as a Canadian adjunct isn’t perfect, said Jay Lister, who teaches education at McGill. But “I have guaranteed employment,” he said. “Even days when I’m just normal stressed, I worry about my students. I can’t fathom what I would do without the job security.”
At a coffee shop near the campus, wearing a union T-shirt, an Expos cap and a long beard tied with elastics, Lister said he also has enough to live on — though he said that might be different if he had kids.
Heather McPherson, a contingent lecturer at McGill, said her daughter — a doctoral candidate in anthropology at a university in California — has none of the relative job security she herself enjoys.
“She’s complained a lot,” McPherson said, outside the Faculty of Education Building on the slope of Mount Royal, which overlooks the city. “I don’t think her students suffer, but her stress level does.”
Adjuncts at McGill even get university email addresses for up to nine semesters after they teach a course, so students can reach out for recommendations or advice, said Jassim, who is president of the university’s Course Lecturers & Instructors Union.
Back in the United States, Kim likened the plight of adjuncts to those of autoworkers and Hollywood writers and actors, who have or are now striking for improved conditions.
“We have this system where the people who actually do the work are getting the least benefits and the least security. I think this is all related,” he said.
“What an enormous resource,” Kim said. “We have these motivated people. Just a little more security and a little more recognition and a little more pay would make such a difference.”
Jon Marcus wrote this article for The Hechinger Report.
Support for this reporting was provided by Lumina Foundation.
get more stories like this via email
Leaders of a teachers' union in Louisiana are voicing concerns about a package of bills they say would have the effect of dissolving labor unions in the state.
The list includes House Bill 571, which would prohibit public agencies from paying union workers for the time they do anything union-related, even if it's on paid leave.
If passed, said Roberto Furtado, a special-education teacher in the Jefferson Parish Public School System, the bills would end collective bargaining and prohibit payroll deductions for union dues. Furtado said all this would make it harder for new teachers to join the union, further silencing their voices.
"If they make it more difficult for the new teachers, young teachers, to get involved," he said, "then basically, it's a roadblock so they're probably more than likely going to just not do it."
House Bill 572 would prohibit public agencies from collective bargaining with unions, except for police and firefighters. Similar bills have been introduced in multiple states by conservative groups.
The teachers' union has posted petitions on its website for teachers to sign and send to their lawmakers.
Educators in Louisiana have said they're dealing with low pay, overcrowded classrooms and school safety issues. However, state lawmakers have advanced a budget proposal that would cut teacher pay, and the House Appropriations Committee forwarded a spending plan that reduces a $2,000 pay stipend teachers got this school year to $1,300 next year.
Furtado said the end result is forcing good teachers out of the profession.
"Teachers are an invaluable resource for our community, and so we need good, well-rounded educators that want to be there and continue their jobs to help these young men and women, because again, they are our future," he insisted. "That's kind of corny to say this, but yes, our children are our future. If you don't take care of them, where does our future lie?"
The legislative committee also allocated $25 million for a differential teacher compensation strategy for the second year in a row. The union opposed the strategy, because it said the raises wouldn't be permanent and could be taken away from year to year.
get more stories like this via email
By Lane Wendell Fischer for the Shasta Scout via The Daily Yonder.
Broadcast version by Suzanne Potter for California News Service for the Public News Service/Daily Yonder Collaboration
Hiring and maintaining a qualified educator workforce is often a primary concern for rural schools across the country, requiring local education leaders to create innovative solutions.
The University of Wyoming’s College of Education has recently partnered with local community colleges across the state to repair a pipeline for future Career and Technical Education (CTE) teachers at high schools and community colleges.
CTE programs offer students an array of skills-based learning opportunities for many high-demand industries ranging from construction, to nursing, to marketing.
For decades, Wyoming has relied on traditional methods to fill out its CTE teacher workforce. After completing a two-year associate’s degree at their community college, students could either enter the trades or take another two years of teacher training.
“It was very much a fork in the road,” said Rob Hill, a CTE consultant for the University of Wyoming and president of SkillsUSA Wyoming. Hill became a Wyoming CTE teacher through this traditional path.
“You had to take life off and go to school,” Hill said. “That limited a lot of people, especially students with families, jobs, and homes.”
As it turned out, most students never completed the final two years of teacher training and just entered the trades after the first two years at their community college, Hill said in an interview with the Daily Yonder.
This outdated pipeline has contributed to a shortage of both CTE teachers and skilled workers in the state.
According to a 2023 report from the Wyoming Professional Teaching Standards Board, the median age of CTE teachers in Wyoming schools is 52, and national numbers are similar. Compare this to the average age of all teachers in the U.S., which is just over 42.
On average, a state employee in Wyoming retires at 62. This means that in the next 7 to 10 years, Wyoming could lose close to half of its CTE workforce to retirement.
“We’ve seen a number of things that have impacted us and that rural part is very real,” Hill said.
In rural communities, a CTE program might only consist of one or two teachers. When that school loses a teacher, the whole program is at risk until a qualified replacement is found.
During a recent tour of Wyoming’s school districts, Jenna Shim, PhD and interim dean of the College of Education, learned that some high school CTE programs are closing down because they couldn’t find replacements.
“One CTE teacher shared with me that he has a specialty in welding, but he has to teach culinary arts,” Shim told the Daily Yonder. “I could see welding and construction, but welding and culinary arts seem like a far stretch.”
And it can be difficult to attract new talent to small schools and communities.
“We tend to do best with people that are invested in that community previously and become teachers, as opposed to bringing in teachers into small communities,” Hill said.
The CTE Domino Effect in Rural Communities
Adding to the difficulty of attracting new teachers is a domino effect caused by current teacher shortages, Shim and Hill said.
A shortage of educators leads to a shortage of high school CTE programs, which leads to a shortage of students pursuing CTE in the state, followed by a shortage of tradespeople in the state, and a shortage of essential services, which, in turn, leads to less attractive communities.
On top of educational advancement for students, repairing CTE teacher pipelines through state and local partnerships helps assemble the next generation of rural water experts, plumbers, electricians, technicians, mechanics, and more, Hill said.
“It has a trickle-down effect into the stability of the community,” Shim said.
And in rural communities, small fluctuations in population, programs, and services can be especially catastrophic — or especially beneficial.
“It doesn’t seem like a big deal if you don’t have one teacher,” Hill said. “But that one teacher in a town of 2000 people that teaches welding, where you have a huge welding industry, that has an extremely large impact.”
The broken pipeline has also raised economic concerns. “Without a sufficient number of teachers, it’s hard to prepare a sufficient workforce,” Shim said.
Two key industries in Wyoming are energy and tourism. Both rely heavily on skilled workers. And both are susceptible to booms and busts that give local communities economic whiplash.
“Over the last decade especially, there’s been a real desire to diversify our workforce,” Hill said. “And that means a different generation of career and technical education, like manufacturing, cybersecurity, and data analysis.”
Repairing the Pipeline
The biggest problem in the previous CTE teacher pipeline was continuity, Hill said. The pathway to teacher certification in rural communities must be both attractive and achievable.
This spring, the College of Education piloted a new course that aims to do both by exposing community college students to CTE teaching before they complete their associate’s degree and decide between trades work or teaching.
“Creating a more seamless pathway is a real goal here,” Hill explained.
The bridge course will be offered each semester in partnership with all eight community colleges in the state and is inherently low stakes. The course credits can be applied toward an associate’s degree at the community college, toward their teaching degree at the university, or toward any other bachelor’s degree they pursue.
In the course, students get a taste of what a career in CTE teaching is like. Coordinated by Hill, the course is one dose online learning and one dose on-site learning. Hill leads the online classroom, where students learn about different national and statewide topics. “But students will learn about how it’s implemented locally,” Hill said.
Each community college has a community college professional and a school district professional that serve as a mentor and safety net for local students, introducing them to CTE leaders at both levels.
One area of misconception is how much CTE teachers are paid, Shim said.
“I think wages scare them most,” Hill said. “But in Wyoming, our hourly wage is higher than many of the trades folks. We have pensions. We have healthcare. It’s a lot more competitive than folks think it is.”
The organization of the course is a masterclass in rural ingenuity. By using technology, the course eliminates long distance travel to the university campus in Laramie on the southern border of the state. It allows students to remain in their local communities, while still being connected to the state’s CTE teacher network.
“We knew we had a statewide problem and we needed to create a statewide solution, or in this case, a local solution for a statewide problem,” Hill said. “This is about connecting people in Wyoming. Because we have these vast distances between us, we have to have a way to connect people.”
Twenty-two students are currently enrolled in the pilot course. Half of the inaugural cohort are community college students. The other half includes veterans, community college instructors, K-12 instructors, and paraprofessionals who are exploring their future career options.
The course has garnered support from state legislators, the university, the colleges, local high schools, local business, and from the students themselves.
Each of the enrolled students is taking the course tuition-free, thanks to scholarships from local businesses and private donors.
“Word is getting out,” Shim said. “I think that’s a testimony for how important this work is.”
Strong CTE programs lead to strong communities, Shim and Hill said. A lot of high school CTE programs are embedded into community culture. Organizations like FFA provide opportunities for social gathering and community service, for example.
“We’ve come up with a mutually beneficial solution and this takes a partnership and teamwork,” Hill said. “No significant advances take place without a group of us working together in a mutually beneficial system.”
Lane Wendell Fischer wrote this article for the Shasta Scout via The Daily Yonder.
get more stories like this via email
Texas Lieutenant Gov. Dan Patrick has released 57 "interim charges," the topics he wants Senate committees to study in preparation for the 89th legislative session next year.
Four charges are for the committee overseeing public education. They include improving reading and math readiness in grade school, and redesigning the state's standardized tests.
Eli Melandrez, government relations associate for the American Federation of Teachers-Texas, said educators are surprised the list does not include pay increases for teachers or controversial school vouchers, which use public money to pay for private schooling.
"It's interesting to see both of those key issues absent from the interim charges," Melandrez observed. "Across the state we've seen school closures; we've seen teachers being let go. We've seen a greater percentage of our teacher workforce as uncertified educators."
Two unsuccessful special sessions were held in the past few months, in an attempt to pass a school voucher proposal. Other charges for public schools include examining how school districts used COVID-19 funding, and monitoring the implementation of bills passed in the last session.
Patrick also directed the Higher Education Committee to analyze faculty senates, monitor bans on DEI policies at colleges and universities and revise policies for faculty tenure.
Melandrez noted their union is now affiliated with the American Association of University Professors and members are concerned the lieutenant governor is inserting his own political views into the education system.
"That's worrisome for us," Melandrez emphasized. "In public education and higher education, we are seeing a concerted effort to minimize educator voices."
Patrick also wants senators to review university antisemitism policies and protecting the First Amendment rights of faculty, staff and students. The next legislative session convenes Jan. 14, 2025.
Disclosure: Texas AFT contributes to our fund for reporting on Education, Livable Wages/Working Families, Mental Health, and Youth Issues. If you would like to help support news in the public interest,
click here.
get more stories like this via email