PSS problems

The public school system has failed us. It has failed us for a variety of reasons. Public school officials do not like to admit this, but it is the truth. Let’s look at some of the reasons behind this colossal failure. To begin with, let’s look at the issue of money.

It costs more money to “educate” a PSS student than it does to educate a student at a private school. On average, the PSS spends more than $5,000 per pupil every year. A student can secure a far better education at Mount Carmel School for half that cost.

Keep in mind that the PSS budget has risen every year along with the general budget–but to no avail. Money is not the problem.
Allocating more public funds toward a failed system would only exacerbate matters by rewarding inherent inefficiencies.

Inefficiency is not the only problem, however. Blatant incompetence is an equally valid concern.

In a government-run system, political considerations often affect hiring and firing decisions. Merit is not always rewarded. This applies not only to particular individuals but to groups as well.

The government, for example, has a desire to employ “local” teachers whenever possible, almost regardless of experience or competence.
Virtually any local college graduate with a degree can be employed as a PSS teacher. A local PSS applicant could be fresh out of college, with little or no teaching experience, with a very low grade point average–and he could still be employed as a “teacher.”

The other problem concerns the racial and cultural tensions that may exist between mainland American teachers and local PSS administrators and/or other teachers. Mainland American morale may be quite low. They may experience frustration and perceive wholesale incompetence and/or racial discrimination.
Hard-working mainland American teachers may feel neglected or ignored by the PSS central office.

As one “Saipan Teacher” put it: “We can be expected to go to jail because of stupid administrators. We can expect to have to deal with principals who care only about their own climb through the system.

“A large percentage of 8th graders are capable of only 4th grade math and English. Why are they allowed to go to high school? Because what teacher will be retained if he fails 80% of his students? None! and so these uneducated students are passed on.

“Local teachers are overlooked when they ‘chew’ but we are expected to force students not to chew.

“Often we cannot find a parent who speaks English.

“Many [teachers] have developed the attitude of ‘screw it, pass them on. They will get by. It’s their island anyway. I am going to get my time in and then quit.”

And that is just the tip of the iceberg; public education will never improve without school vouchers.