Women’s Work? Voices of Educators Rebecca Kolins Givan and Pamela Whitefield

Women’s Work? Voices of Vermont Educators Rebecca Kolins Givan and Pamela Whitefield

In the past few years, public schools in Vermont have been at the center of far-reaching policy debates and numerous administrative changes. Key initiatives have included a massive reorganization of schools and school districts, the restructuring of employees’ benefits, and proposals to reduce educators’ rights on the job. All of this upheaval is taking place in the context of a growing statewide opioid epidemic, rising student loan debt and increasing economic insecurity and child poverty. Often absent from these policy debates are the voices of educators them- selves, the majority of whom are professional women. These educators have firsthand knowledge of the challenges facing Vermont schools. They experience the impact of these policy initiatives daily, both in the class- room and in their lives. To that end, it is imperative to hear their voices. As one teacher put it, “There are more men in the political sphere. Our profession is mostly made up of women, but all of these men are making decisions about our lives, and they really do not understand our reality.” This report details that reality. 2 Rutgers School of Management and Labor Relations

illustrating the challenge of maintaining excellence METHODOLOGY during difficult economic times.5 The national assess- ment data, however, do not tell the whole story This report uses both quantitative and qualitative behind Vermont’s educational success.6 In classrooms data compiled from late November 2017 to early across the state, teachers are implementing innova- January 2018. These sources include a statewide tive strategies and new approaches to ensure that survey, one-on-one interviews and secondary students are receiving a high-quality education sources. The survey was administered to Vermont tailored to their needs. These high educational school employees over a ten-day period in early standards reflect Vermont’s commitment to quality January 2018.1 This population includes both union teaching and learning. members and agency (fair share) fee payers, all of whom are covered by Vermont-NEA (National Education Association) collective bargaining agree- “There is a wonderful climate here for ments. In addition, we conducted a total of nineteen education, and people really care about one-on-one interviews with school employees from it. What seems to be different here in eight school districts, including Orange Southeast, North Country Supervisory, Windham Southeast Vermont is the strong sense of community Supervisory, Hartford, Northeast and recognition that public education is Supervisory, Franklin West and Winooski.2 A more the backbone of democracy.”7 detailed methodological appendix is provided at the Diane Ravitch, Education Advocate, Professor and former US end of this report. Assistant Secretary of Education

Educators are delivering this high quality education, VERMONT’S EXCEPTIONAL despite often counterproductive directives from Washington, DC. Vermont has been a strong excep- PUBLIC SCHOOL SYSTEM tion to national trends, eschewing elements of the federal testing regime and incorporation of charter For several years, Vermont’s students have consis- schools. From its system of rich deliberation through tently outperformed their counterparts throughout town meetings to local negotiation of contracts, the the country. According to the U.S. Department of state is committed to empowering local commu- Education database (the National Assessment of nities and educators to make their own decisions. Educational Progress), in 2015 Vermont students Legislators, local leaders and school boards have scored higher than the national averages in math, embraced the principle that the provision of quality science and reading assessments.3 Vermont students education is only achieved through a close collabo- have also enjoyed consistently high graduation rates, ration between teachers, parents and communities. with over half the states’ student population going The state legislature has played a supportive role, on to college.4 More recently, Vermont joined the affirming local control and allowing communities to Smarter Balanced Assessment Consortium. Each year, make their own decisions. these data show how many students are reaching proficiency in core subjects. The Vermont Agency of Vermonters are rightly proud of their schools. In Education set an intentionally ambitious standard 2013, 63 percent of Vermonters said they were for proficiency, in keeping with its commitment to satisfied with the school system in their commu- high quality education. These new data affirm that nity, while only 1 in 5 were dissatisfied.8 Recently, schools with higher poverty rates and lower paid the governor announced plans to turn Vermont teachers perform less well on these raw assessments, WOMEN’S WORK? VOICES OF VERMONT EDUCATORS 3

into “an education destination for families.”9 The Education level of Vermont teachers state’s commitment has been shown in the policy arena through measures like equalizing funding for all Vermont students, expanding universal early  Doctorate Master’s education and increasing resources for technology   Bachelor’s, working in the classroom. All of these initiatives demon- toward master’s strate consistent evidence-based policy making in  Bachelor’s only education.10

The success of this system relies on over 14,000 educators who work in the public school system in Vermont.11 About 9,000 of these employees are class- Education level of Vermont room teachers; others are essential paraprofessionals Paraprofessional educators and other educational staff, including librarians, and specialists in technology and literacy. These employ-  Doctorate ees are facing an onslaught of new and ongoing  Master’s degree challenges — from economic and social crises  Bachelor’s, working toward master’s affecting families across the state, to policy changes  Bachelor’s degree emanating from Washington and Montpelier.  Associate’s degree  High school diploma

VERMONT EDUCATORS: Our survey reveals that one half (50 percent) of A PROFILE Vermont educators are the primary earners in their families. This income is a secondary source of The success of Vermont schools depends on the support for only one in five educators (21 percent). efforts of the educators who work in the public Amanda, a high school science teacher in Springfield, school system. Over three quarters of Vermont’s provides a typical example of this situation. After educators are women, including 75 percent of teach- teaching for almost ten years, Amanda makes a little ers and 87 percent of paraprofessionals. In total, over $60,000 (almost exactly the median salary for professional school employees are the largest group a Vermont teacher), and supports a family of four. of college-educated women workers in Vermont.12 While the median teacher’s salary in the state is Three quarters of teachers have a master’s degree (or just under $60,000 per year, the state calculates the a doctorate), and a further 15 percent are currently basic needs budget for a family of four as $84,000 pursuing a master’s while teaching. Although (and higher for urban areas), and this basic needs paraprofessionals are not required to have a college budget does not account for any student loan education, and can meet the federally-mandated payments.13 minimum qualifications via a number of different paths, nearly half of paraprofessionals (49 percent) have at least a bachelor’s degree. 4 Rutgers School of Management and Labor Relations

In Vermont, 87 percent of paraprofessional educa- 75% of employees tors are women.14 Our data reveal that 39 percent are statewide are women.15 the primary wage earners in their household. Many expressed frustration over the widespread misconcep- tion that paraprofessionals are wives trying to pick Many educators believe that they are paid less, up extra work, with the implicit assumption that this and expected to work harder, due to the gendered salary does not need to cover their full cost of living. nature of the teaching profession. As one teacher Fewer than one in three paraprofessionals are able to commented, “Teaching is seen as a woman’s job survive on this income alone. Close to two thirds of and so women don’t need to earn as much as men.” paraprofessionals (63 percent) work an additional Indeed, teachers nationwide are paid significantly job during the school year. Sixty-eight percent of less than other professionals with the same level paraprofessionals work during the summer when of education. In Vermont, teachers are paid only 87 school is closed, and over half of these employees (57 percent of the typical salary of other professionals percent) work additional jobs both during the year with the same level of education. Although teachers and during the summer. The reality is that paraprofes- receive a relatively higher proportion of their total sionals are struggling economically, yet their schools compensation in the form of benefits rather than depend on them to support essential educational salary, this difference is insufficient to make up for needs. One paraprofessional spoke of the frustration 16 of living with roommates in her 40s, describing it as the salary penalty. Total compensation for teachers “degrading.” is significantly less than compensation for other professionals.

“It is assumed that paraprofessionals have a partner or are married, essentially that there is a two-person income supporting you. The low wages make it really tough to do this job and be on your own. Until I got my second job, there were some days I actually came home and went to bed hungry. I just had about enough to pay my rent.” Paraprofessional, Chittenden County

Our research revealed that Vermont school employ- ees, particularly new teachers and paraprofessionals, are facing increasing financial strain. The factors contributing to this trend include a surge in the levels of student loan debt, the rise in the cost of housing, increasing childcare costs and higher healthcare spending. Many educators we spoke with resort to cobbling together part-time jobs to supple- ment their school wages. WOMEN’S WORK? VOICES OF VERMONT EDUCATORS 5

Generation debt Facing the burden of increased housing and Survey responses revealed that Vermont’s educators childcare costs have already paid off a large amount of student loan Across the state, housing costs are rising and debt, and many expect to be repaying this debt for childcare is in short supply (and unaffordable for decades to come. Over 40 percent of teachers have many).17 Wages and salaries in all industries are already paid back more than $15,000 in student not keeping up with these costs. Educators, like all debt, while 18 percent of teachers are facing future workers, are feeling the burden of the increasing cost debt repayments of $15,000 or more. Many of of their basic needs. Laurie, a school librarian in the the early career educators we spoke with felt the Northeast Kingdom whose husband also works in the double burden of large student debt compounded by district, reported that with two children in daycare, relatively low starting salaries. A third of teachers in she and her husband are on a strict budget. “Daycare the first ten years of their career still owe more than is really expensive. We have had some pretty lean $15,000 in educational loan repayment. As Nora, an years.” One paraprofessional in greater Burlington elementary teacher from Randolph explained, “You who shares a house with four other people. said “I look at the amount of debt teachers are carrying have to live with five people. When is that going to going into the profession. And then you look at the change? Housing is so expensive!” salary compared to what is expected. Almost all of us have master’s degrees. And if we don’t have them “Teachers should be representative of the right away, we are getting them.” A high school teacher we interviewed reported still owing $30,000 middle class. If we are not able to pay our after making over twenty years of full payments, bills, that is a problem. Especially when while a 43-year-old paraprofessional shared that she we are working all the time.” expected to be repaying her student loans until she Elementary school teacher, Orange County. is well into her eighties. Concerns over increasing healthcare costs We found widespread concern over the cost of health care. Many employees felt that they had Drowning in Debt consistently accepted lower salaries in return for • 10% of teachers are the primary bread- more affordable health care, but that this tacit winners and still owe over $15,000 in agreement has been eroding. Most educators utilize loan payments for their education. their health insurance benefit; 84 percent of employ- ees take their employer-sponsored health insurance • 18% of teachers are facing future debt and two-thirds of these employees (67 percent) repayments of $15,000 or more. are the source of insurance coverage for additional members of their household. The survey reached • 54% of early career teachers still owe school employees a little over a week into 2018; new money on their student loans. VEHI (Vermont Education Health Initiative) plans had gone into effect on the first of the year. Some respondents already reported health care costs for ongoing prescriptions that were unaffordable to them under their new plan. 6 Rutgers School of Management and Labor Relations

Over half of survey respondents said that they were not confident about being able to afford medical In addition to her full-time position at the Brattleboro , paraprofessional Christie care if they become seriously ill. Many reported Therault currently works an additional twenty to cutting back on other spending in order to afford thirty hours a week as a mental health worker for their health care.18 One survey respondent wrote adolescent teenagers in that a new deductible for prescriptions caused her a residential program at to delay filling a prescription, and that “It will take the Brattleboro Retreat me about five months to pay off a $500.00 prescrip- Center. Christie noted, tion deductible.” Under the 2018 VEHI plans, some “Ever since my children families will be responsible for up to $8,000 in out were small, I have had of pocket costs, which is well over ten percent of the to work two jobs just to median teacher salary.19 make ends meet. I love working with kids, so leaving the school for a “Five thousand dollars out of pocket is better paying job was not a lot of money … I don’t think anyone a plan for me.” should be in debt for health needs.” Nora, elementary school teacher, Randolph. FACING NEW CHALLENGES Working double duty ON THE JOB To face this increased financial strain, our data reveal many school employees work additional jobs. Life at school has also become much more challeng- Vermont’s school employees are unable to make ends ing for Vermont’s educators. Teaching has gotten meet with a single job. In fact, they are working more difficult as workplace violence and abuse have second and third jobs both during the school year become more common. Educators are trying to and the summer to support their families. Over half maintain high standards with limited resources. of Vermont educators work a second job during the school year and over half work other jobs during Increased workplace violence the summer. Many of these jobs are in retail, and Teachers are experiencing high levels of workplace hospitality. Countering the outdated notion that violence and the threat of violence. Of those educators have a lot of time off, 45 percent of surveyed, 14 percent responded that they have been respondents work additional jobs both during the physically attacked by a student in the past year. school year and during the summer, and this number As one elementary school teacher told us, “There is rises to 57 percent for paraprofessionals. As Rebecca, just so much trauma and stress on the kids, and it a kindergarten teacher in Plainfield recalled, “When bleeds to the teachers … I have considered leaving I first started teaching, I had to work a second job my job, mostly over safety issues. In the role I am in because there was not enough money to support right now, I have been injured three times this year.” my family. I worked Monday through Friday at my Paraprofessionals, often working with the highest teaching job and worked in retail on the weekend. I need students who also face serious challenges at did that consistently for the first three or four years home, are particularly at risk, and one in four reports of my career.” having been physically attacked in the past year. One paraprofessional concisely connected challenges facing students to workplace violence: “There are a WOMEN’S WORK? VOICES OF VERMONT EDUCATORS 7

lot of kids struggling in my district. But it is hard to eliminated, with the goal of increased utilization of go to work to get hit and kicked and spit at.” credentialed special education teachers.22 In practice, however, districts could not afford to hire enough Bullying and harassment on the job special education teachers, and the reduced number As in all workplaces, school employees experience of staff has caused problems. Teachers and parapro- harassment on the job. Typically, during times of fessionals had a clear-eyed view of this situation; hardship, stress and economic insecurity, these they understood the overall objective of this initia- problems become more acute. A collective bargain- tive, but had grave concerns about the consequences ing agreement provides the ability to speak up for students. Crucially, one teacher reported that and protection from retaliation, both of which are “Our ratio of adults to students went way down.” crucial to teachers responding to harassment of all Respondents reported that these students were not kinds. “Our past superintendent was incredibly sexist. receiving the level of services they received in the He would pass around cards and things that were past, which they still needed. Frustrated with the horribly sexist jokes at a meeting. Totally inappropri- decrease in overall support for students with special ate and half of us are women. The old boys network needs, one paraprofessional contended “The kids still exists,” one elementary teacher reported. Two need more support, not less.” As Julie, an elementary thirds of employees (66 percent) agreed that being school teacher from Randolph said: “We are asked in a union provides protection against sexual to do more and more, but nothing goes away. For harassment, while over three quarters (77 percent) of example, giving more assessments, attending more respondents agreed that “Being in a union makes it meetings, tending to students’ increasing academic easier to fight sexual harassment when it does take and emotional needs, increased committees and place.” In a climate of increased awareness of sexual duties. It would feel more manageable if the harassment and bullying, and the imperative to fight approach was ‘we are going to try something new so both, these responses affirm the research showing put your energy there and we will shift your energy that unions can both prevent and address workplace away from something else.’” abuse.20

Doing more with less at school Across the state, respondents described an envi- EDUCATING STUDENTS ronment where they are required to do more with IN A TIME OF ECONOMIC less. In some cases, there are insufficient budgets INSTABILITY for substitute teachers. In others, teachers are covering lunch duty. There are increased regulatory Vermont school employees are faced daily with requirements that take far longer than any allo- the consequences of a statewide rise in economic cated preparation time. A middle school teacher insecurity, generally, and a rise in the child poverty in Brattleboro said, “Sometimes I think that the rate, specifically.23 Many Vermonters are confronting increase of paperwork and bureaucracy gets to me. ongoing economic challenges as the “tale of two The non-teaching duties overwhelm me.” Vermonts” means continued struggles for those 24 One in six Vermont students has special needs, and outside the Burlington area. Sixty percent of Vermont has the highest rate in the country of respondents knew a family in the school where students with emotional disturbance.21 With the they work who had been affected by foreclosure statewide initiative to upgrade and professionalize or eviction in the past year. One in four educators special education in compliance with federal reported knowing a family in their school who guidelines, many paraprofessional positions were had faced family bankruptcy in the past year. The 8 Rutgers School of Management and Labor Relations

economic challenges facing families across the state $500 per year on supplies. Eighty percent also spend are particularly severe for children. The child poverty money helping students in need, for example paying rate has increased and the number of students for meals and paying out of pocket for in-class eligible for free and reduced-price school meals is snacks. Forty percent of respondents used their own growing.25 As one elementary school teacher put money to purchase winter clothing for their students. it, “People have a lot less money these days. The Rebecca, an elementary teacher in Plainfield summed poverty has increased dramatically in our district, up a very common experience, “If a kid comes to with more and more kids coming to school hungry.” school and does not have snack, I buy them snacks. If Some parts of the state have been hit particularly a kid comes to school and doesn’t have proper winter hard. As Arielle, an elementary school teacher put it, attire, I will buy them boots, hats or scarves.” “Springfield was a prominent town, there were all the machine shops and it was a lucrative place to live, Collaborating and innovating people could have a comfortable living. Now a lot Teachers and paraprofessionals are committed to of those jobs are gone. Families in our community working collaboratively, staying on top of new are faced with a lot of financial strain. It has really evidence-based practices in their profession and impacted our community.” maintaining the highest quality of education in their schools. Hundreds of Vermont teachers have A growing statewide drug epidemic completed or are currently working towards National Vermont school employees are also faced with the Board Certification. Teachers at Williston Central realities associated with the growing opioid crisis. School have used personalized learning plans for all From 2015 to 2016, drug overdose deaths in Vermont 5th through 8th grade students for over twenty-five increased by one third.26 Sixty-nine percent of survey years. Following the passage of Act 77, they were respondents said they know a family in their school easily able to extend this often labor-intensive that has been affected by opioid addiction in the practice through 12th grade. The program is now past year. One special education elementary teacher fully online and students present their learning plans reported, “Out of my current case load, half of the to their parents, enabling a high level of engagement students come from households that include active between students, parents and their teachers. The addicts. Many of my students have experienced feedback from students is extremely positive, as significant trauma.” students have become adept at advocating for their own learning needs, and teachers believe the program works partly because there is time dedicat- AN ENDURING ed to it embedded in the weekly schedule. COMMITMENT TO Vermont educators are using a variety of approaches to reach their students, with an increasing use of EDUCATIONAL EXCELLENCE technology to stay in touch with parents, as well as in the classroom. The growth of technology School employees are determined to continue deliv- has created increasing demands on teachers to ering high-quality education to Vermont families. In communicate with parents with greater frequency spite of all the aforementioned challenges, teachers and immediacy. However, Vermont’s teachers have are using innovative strategies to improve student not shied away from the opportunities afforded by learning. They consistently spend additional time these new programs. Teachers are taking advantage and money to support student needs, working many of numerous training programs and web-based extra hours. Ninety-nine percent of respondents applications to enhance both student learning and spend their own money on classroom supplies, with communication with parents. There are numerous over a third of respondents spending more than WOMEN’S WORK? VOICES OF VERMONT EDUCATORS 9

examples of these initiatives, and teachers are Karen, a paraprofessional in Brattleboro, recounted seeking out opportunities on their own, as well her experience in a union-sponsored professional as through structured professional development development program, “I recently went to a course programs. Sharon, a kindergarten teacher, uses on how trauma affects the developing brain of a numerous platforms with her students, including child. It covered the significance trauma can have Seesaw, which allows students to record and share on decision-making and other learning functions. their work, with both teachers and their parents. It really helped me understand why some of the Others use technology such as Google Classroom and children I work with behave the way they do.” Google for Education to encourage collaboration while allowing real-time progress reports to other Working extra hours to get the job done teachers and parents. Many teachers are taking In addition to working second and third jobs during advantage of free training and information sharing. the school year, teachers put in numerous extra It is clear that teachers are eager to innovate in the hours to get their jobs done. One high school teacher classroom, even though many of these new oppor- reported, “I routinely go to work on Sundays, for tunities require even more feedback, monitoring and four to six hours to get caught up with planning communication with families. and grading for the week.” Another said, “I don’t take lunch or breaks. I build these relationships and Educators are creating and engaging in professional the kids relate to me and I can get more work out development that improves their teaching practice. of them. When they ask can you stay so we can Many teachers emphasized the value of professional take the math test or do this writing essay … I stay.” development programs that directly address their Amanda, a high school science teacher in Springfield, local needs. Terri, a high school teacher in Plainfield routinely works between 15-20 additional hours a reported, “About eight years ago we bargained week and also works through lunch every day. The for the creation of a block of common planning challenging economic environment, combined with time. It was then the school began to move to a commitment to high quality education for each standards-based education; teachers were required child, requires long working hours from educators. to work more in teams, but there was no room in the schedule for collaborative planning time. So we, as a local, negotiated for this provision. Eight years later, the qualitative change this has had on the A VOICE ON THE JOB school community, particularly in the secondary level is evident.” While working harder, and under challenging circumstances, teachers feel that it is more import- ant than ever to have a voice on the job. A huge “Making sure we have a say in our majority of survey respondents, fully 89 percent, professional development time really agree with the statement “Bargaining collectively helps kids.” allows us to on our local priorities for employer Nancy, middle school teacher, Brattleboro. spending on health benefits, salaries, and other compensation.” This demonstrates the importance placed on allowing local communities to determine Changing student needs require new approaches their educational and spending priorities. As decades from teachers, and local unions have been at of research show, unions give employees this voice the forefront of addressing these needs. Union- in the workplace, and allow them to speak up when sponsored professional development opportunities something is wrong.27 A massive 83 percent of have helped teachers better navigate the complex- survey respondents agreed that “Being in a union ities of family trauma and addiction. Interviewees helps to ensure that men and women are paid the pointed out that many local unions have prioritized same if they do the same job and have the same professional development in their negotiations. 10 Rutgers School of Management and Labor Relations

experience and education.” Respondents also over- whelmingly agreed that being in a union provides CONCLUSION protection against harassment, and makes it easier to fight harassment when it does take place. These “Strong and vibrant communities have survey responses were affirmed in our interviews. excellent schools at their center.” Interviewees discussed the importance of being able Congressman Peter Welch.28 to advocate for their students’ needs, and their own needs, without fear. As one paraprofessional put it, “Having collective bargaining makes me feel empow- The educators at the core of Vermont’s excellent ered, like someone has my back.” school system are under increasing pressure. While Vermont’s children are still receiving a high-quality education, the system increasingly depends on staff “Having a union levels the playing field who take on second jobs, dip into their own pockets for teachers.” to help their students, and work many additional Library Media Specialist hours to meet student needs. Teachers are struggling, especially recent entrants to the profession who are carrying large debt burdens. A voice on the job is THE UNION DIFFERENCE essential, particularly during challenging times. As Terri Vest, a National Board Certified Teacher, grew up Rebecca, an elementary school teacher put it, “Most in a “right to work” state and recalled she was always of our staff is female and we are fighting for equal “anti-union.” As a young woman, she was taught that unions prevented management from doing their rights for all, but more specifically for women.” In work. When Terri first moved to Vermont, she was our interviews and our survey results, we consistent- very hesitant about joining the union. However, as ly observed educators’ frustration that their voice on she got more the job was being put in jeopardy by men (as they involved, her saw it) in Montpelier, who did not understand how feelings about hard educators are working and how much financial the union began stress they endure. to change. She came to under- stand that the union provided a very important support system for teachers, a system for educa- tors to support one another. WOMEN’S WORK? VOICES OF VERMONT EDUCATORS 11

The research is clear that attacks on collective The predominantly female educators who maintain bargaining lead to the loss of experienced teachers Vermont’s educational excellence are feeling the and to poorer educational outcomes for students. strain. They are working long hours at school, After teachers’ bargaining rights were essentially stretching themselves to support student education- terminated by Act 10 in , turnover among al and economic needs, and struggling to support teachers increased dramatically, particularly among their own families. They feel taken for granted the most experienced teachers. In the first year because their work is demeaned as women’s work. after the passage of the law, over ten percent of They are paid less than their peers with similar levels teachers left the profession. This is a serious concern of education, and they interpret this pay gap as because experienced teachers produce better student highly gendered. One middle school teacher summed outcomes.29 A majority of Wisconsin school superin- up this frustration: “If this profession was primarily tendents reported a “lasting negative effect on my men we would be making more money and we personal morale.”30 One study of the impact of the would be working fewer hours.” demise of collective bargaining in Wisconsin schools found that the changes resulted in a decrease in average student achievement, with the negative effect concentrated in the schools that were already lower performers.31 As a recent report detailing the negative impact of these changes in Wisconsin put it, “Other states should heed the warning of Wisconsin’s example.”32 Limiting bargaining has the direct consequence of worsening education. 12 Rutgers School of Management and Labor Relations

METHODOLOGICAL ACKNOWLEDGEMENTS

APPENDIX The authors received assistance from many people in conducting this research and the preparation of This research draws from qualitative and quantitative this report. We owe a debt of thanks to the educa- data collected by Rebecca Kolins Givan and Pamela tors who agreed to participate in our interviews, Whitefield, between November 2017 and January and to those who completed the survey. We also 2018. The quotes and qualitative data are from nine- thank Sylvia Allegretto, Susan Bloom, Sheri Davis- teen interviews conducted in eight school districts. Faulkner, Lawrence Mishel, David Yamada and the Our interviewees spanned Vermont’s geographic NEA’s Collective Bargaining and Member Advocacy diversity, working in both urban and rural districts. Department. The photographs on the cover and Most interviews were twenty five to forty five back page are by Maria Day French and are used minutes long, and were conducted one on one. All with permission. interviews were recorded. Many interviewees are quoted anonymously or with only partial identifying information, such as town or county. The survey was conducted online using Survey Monkey. All Vermont ABOUT THE AUTHORS NEA members and fee payers for whom VT-NEA had a working email address were sent a unique link Rebecca Kolins Givan is an Associate Professor of to the survey via email; 11,525 emails were sent of Labor Studies and Employment Relations at Rutgers, which 853 messages bounced due to inaccurate or the State University of . She holds a Ph.D. outdated email addresses. The use of a unique link from Northwestern University. She has published means that each participant can only complete the widely on employment relations in the public sector, survey once. The survey was completed by 1,054 health care, comparative welfare states and labor people. Of these respondents, 1,005 were full union studies in numerous journals such as Social Forces members and 49 were agency fee payers (non-mem- and ILR Review. Givan is the author of The Challenge bers). The survey was started but not completed by to Change: Reforming health care on the front 133 additional people, and another 10 respondents line in the United States and the United Kingdom were screened out, as they were not current school (Cornell University Press, 2016). employees; these responses were not usable and were discarded. Our response rate, from the full Pamela Whitefield is a doctoral candidate in population of eligible employees with valid email Political Science at the City University of New York’s addresses, is therefore 10 percent. The sample is Graduate Center and a current Fellow at the Center representative of the workforce as a whole, based on for Innovation in Worker Organization at Rutgers workforce demographics from state sources. Survey University. Whitefield has over seventeen years of respondents worked in schools in every county in experience as a university-based labor educator and Vermont. researcher. She formerly held positions at Cornell University’s School of Industrial and Labor Relations Extension Division and the Joseph S. Murphy Institute for Worker Education and Labor Studies. She currently lives with her family in White River Junction, Vermont. WOMEN’S WORK? VOICES OF VERMONT EDUCATORS 13

14 State of Vermont Agency of Education. “Teacher-Staff ENDNOTES Data,” (2017). http://education.vermont.gov/documents/ teacher-staff-data. 1 This group included employees from the following job clas- 15 Ibid. sifications: clerical, custodial, food service, paraeducator, school counselor, security, skilled trades, student health, teacher (pre-K), 16 Sylvia A. Allegretto and Lawrence Mishel, “The Teacher Pay teacher (elementary), teacher (middle), teacher (high school), Gap Is Wider Than Ever: Teachers’ Pay Continues to Fall Further technical and transportation Behind Pay of Comparable Workers,” Economic Policy Institute (2016). 2 Interviewees included six elementary teachers, five high school teachers, two middle school teachers, five paraprofessionals and 17 Building Bright Futures. How are Vermont’s Young Children one librarian. and Families? 2017 Report (2017). 3 U.S. Department of Education, Institute of Education Sciences, 18 The survey asked respondents whether they had cut back on National Center for Education Statistics. specific kinds of health care, for example filling prescriptions or visiting a doctor or nurse, in the past year. However, comments 4 New England Consortium (NESSC), Common with the survey responses indicated that many respondents Data Project 2017 Annual Report: School Year 2015-2016. answered these questions prospectively, rather than retrospective- 5 Tiffany Danitz Pache, “Vermont Students in Low-Income Areas ly, so we are not confident in the accuracy of this data. Perform Poorly on Tests,” VT Digger, September 22, 2016. 19 Vermont Education Health Initiative. http://www.vehi.org/ 6 In order to comply with federal requirements, the state 20 David Yamada, “The Role of Unions and Collective Bargaining is currently utilizing the Smarter Balanced Assessments in in Combating Workplace Bullying,” https://newworkplace. Mathematics and English Language Arts/Literacy. For more, see wordpress.com/2009/11/17/the-role-of-unions-and-collec- http://vt.portal.airast.org/. tive-bargaining-in-combating-workplace-bullying/, November 17, 7 Alicia Freese, “A Counter-Reformation on Schools,” Valley 2009. News, October 29, 2013. 21 Tammy Kolbe and Kieran Killeen, “Study of Vermont State 8 Castleton Polling Institute, “Vermont Quality of Life Survey,” Funding for Special Education,” (The , (2013). https://s3.amazonaws.com/castleton/files/resources/quali- 2017). http://education.vermont.gov/sites/aoe/files/documents/ tyoflife_complete.pdf edu-legislative-report-special-education-funding-study-execu- tive-summary-and-full-report.pdf 9 Office of Governor Phil Scott, “Governor Scott Commemorates First 100 Days of New Administration,” 22 Greta Shultz and Sue Leibowitz, “A Study of the Use of 2017, http://governor.vermont.gov/press-release/ Paraprofessionals to Deliver Special Education Services in Vermont governor-scott-commemorates-first-100-days-new-administration. Schools: Final Report Brief,” (UMass Donahue Institute, 2015). 10 Bruce D. Baker, David G. Sciarra, and Danielle Farrie, “Is School 23 Paul Heintz, “State of Need: How Vermont Tried and Failed to Funding Fair? A National Report Card,” Education Law Center Cut Child Poverty in Half“ Seven Days, August 30, 2017. (2014). 24 Art Woolf, “Tale of Two Vermonts: Where Jobs Are and Are Bruce D Baker and Sean P Corcoran, “The Stealth Inequities of Not,” Burlington Free Press, November 17, 2016 2016. School Funding: How State and Local School Finance Systems Perpetuate Inequitable Student Spending,” Center for American 25 Building Bright Futures, How Are Vermont’s Young Children Progress (2012). and Families? 2017 Report (2017). Deborah A. Phillips et al., “Puzzling It Out: The Current State of 26 Centers for Disease Control and Prevention, “Drug Overdose Scientific Knowledge on Pre-Kindergarten Effects. A Consensus Death Data,” https://www.cdc.gov/drugoverdose/data/statedeaths. Statement,” Issues in pre-kindergarten programs and policy html. December 19, 2017. (2017). 27 Virginia Doellgast and Chiara Benassi, “Collective Bargaining,” Khe Foon Hew and Thomas Brush, “Integrating Technology into Handbook of Research on Employee Voice. Cheltenham: Edward K-12 Teaching and Learning: Current Knowledge Gaps and Elgar (2014). Recommendations for Future Research,” Educational technology research and development 55, no. 3 (2007). 28 Peter Welch, “A Note to School Boards from Congressman Welch,” From the Board Room 2017. http://199.73.12.194/library/ 11 State of Vermont Agency of Education. 2017. Teacher Staff 2017summer/Congressman.pdf FTE Report. 29 Tara Kini and Anne Podolsky, “Does Teaching Experience 12 Authors’ calculations from data sources including Vermont Increase Teacher Effectiveness: A Review of the Research,” Department of Labor, Agency of Education and US Bureau (Learning Policy Institute, 2016). of Labor Statistics. We used numerous data sources for this calculation, and while exact numbers are inconsistent, there are 30 David Umhoefer and Sarah Hauer, “From Teacher ‘Free Agency’ approximately the same number of female teachers in Vermont to Merit Pay, the Uproar over Act 10 Turns into Upheaval in as there are male and female Registered Nurses (who are licensed Wisconsin Schools,” Milwaukee Journal Sentinel, October 9, 2016. but may not be employed), total. See, for example The Henry J. 31 E. Jason Baron, “The Effect of Teachers’ Unions on Student Kaiser Family Foundation, State Health Facts. Total Number of Achievement: Evidence from Wisconsin’s Act 10,” (2017). Professionally Active Nurses, (October 2017). https://www.kff.org/ other/state-indicator/total-registered-nurses/ 32 David Madland and Alex Rowell, “Attacks on Public-Sector Unions Harm States: How Act 10 Has Affected Education in 13 Building Bright Futures, How Are Vermont’s Young Children Wisconsin,” (Center for American Progress Action Fund, 2017). and Families? 2017 Report (2017). 50 Labor Center Way New Brunswick, NJ 08903 https://smlr.rutgers.edu