Teachers' salaries should be based on the academic performance of their students.
A teacher’s salary should not be based on the academic performance of their students. Although academic scores may reflect a small portion of the quality of a student’s education, the majority of their learning experience cannot be tested. Therefore, the quality of a teacher’s performance cannot be accurately reflected in the academic performance of their students and they should not be paid accordingly.
Firstly, students learn a plethora of subjects in school, many of which cannot be easily tested. Initially, one may think of giving a student a quantitative exam full of algebra, trigonometry, and calculus to test his or her math expertise. However, how would a standardized exam test a student’s ability in a course such as public speaking or debate? A teacher’s duty, especially at the elementary and high school level, is to develop a well-rounded pupil who can tackle a variety of problems. Many of these tasks require soft skills, which are very difficult to measure purely based off of academic performance. In addition, many important life skills take years and years to develop, and in the public school system, most students only have a teacher for one year. If that teacher had a positive impact of a student’s learning ability later on in their college years, the teacher has succeeded and deserves monetary compensation for his or her effort.
Secondly, a teacher receives a different pool of students each year with sundry backgrounds, experiences, and fundamental knowledge. Even if a teacher is doing his or her job to the best of their ability, the academic performance of the students may be wanting because of the student’s inexperience with taking those types of exams. It is fathomable that students without a strong foundation in grammar would have difficulty writing intricate persuasive essays. A perceptive teacher, when realizing this, would spend a few weeks, if not months, attempting to bring the students to the appropriate reading and writing levels. However, during this period of time, even though the students are learning, the academic performance of the students may not be increasing. Nonetheless, due to his or her effort, this teacher deserves a higher salary.
Although academic performance is not always an accurate predictor of the amount that a student is learning, the scores that a student receives are far from worthless. Obtaining a high score on a free response exam shows mastery of a particular subject. It would be unfathomable for a student to score an 800 on the Verbal section of the SAT without a firm grasp of vocabulary and reading comprehension. However, academic performance is only one part of a teacher’s ability to coach students. Other factors such as the student’s review of the classroom experience, the ability of the student later on in life, and the extra effort that a teacher puts in should all be considered when determining a teacher’s salary. Although academic performance is important in measuring a teacher’s success, it should only be one of many factors considered when deciding on a teacher’s compensation.
In conclusion, a teacher’s salary should not be solely based off of the academic performance of their students. Since many skills that a teacher is imbuing onto his or her students are immeasurable, academic performance is not an accurate proxy for the ability of a teacher to teach. In addition, due to the variety of students that a teacher receives with different backgrounds, a year-to-year assessment of test scores are not reflective of the quality of a teacher. Given the aforementioned reasons, a teacher’s salary should not be basic off the academic performance of their students.
Grammar and spelling errors:
Line 5, column 251, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
...cademic performance of the students may be wanting because of the student's inexperie...
^^^^^^^^^^
Line 5, column 652, Rule ID: PERIOD_OF_TIME[1]
Message: Use simply 'period'.
Suggestion: period
...nd writing levels. However, during this period of time, even though the students are learning,...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
accordingly, first, firstly, however, if, may, nonetheless, second, secondly, so, therefore, well, in addition, in conclusion, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 19.5258426966 133% => OK
Auxiliary verbs: 18.0 12.4196629213 145% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 33.0 33.0505617978 100% => OK
Preposition: 81.0 58.6224719101 138% => OK
Nominalization: 24.0 12.9106741573 186% => OK
Performance on vocabulary words:
No of characters: 3168.0 2235.4752809 142% => OK
No of words: 598.0 442.535393258 135% => OK
Chars per words: 5.29765886288 5.05705443957 105% => OK
Fourth root words length: 4.94510247834 4.55969084622 108% => OK
Word Length SD: 3.28422644343 2.79657885939 117% => OK
Unique words: 250.0 215.323595506 116% => OK
Unique words percentage: 0.418060200669 0.4932671777 85% => More unique words wanted or less content wanted.
syllable_count: 1001.7 704.065955056 142% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Interrogative: 2.0 0.740449438202 270% => OK
Article: 14.0 4.99550561798 280% => Less articles wanted as sentence beginning.
Subordination: 9.0 3.10617977528 290% => Less adverbial clause wanted.
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 38.1316622853 60.3974514979 63% => OK
Chars per sentence: 121.846153846 118.986275619 102% => OK
Words per sentence: 23.0 23.4991977007 98% => OK
Discourse Markers: 5.15384615385 5.21951772744 99% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 11.0 4.83258426966 228% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.511005512881 0.243740707755 210% => OK
Sentence topic coherence: 0.202101547666 0.0831039109588 243% => Sentence topic similarity is high.
Sentence topic coherence SD: 0.250452257562 0.0758088955206 330% => The coherence between sentences is low.
Paragraph topic coherence: 0.38963733744 0.150359130593 259% => Maybe some contents are duplicated.
Paragraph topic coherence SD: 0.209309743533 0.0667264976115 314% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 15.0 14.1392134831 106% => OK
flesch_reading_ease: 39.67 48.8420337079 81% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 13.76 12.1639044944 113% => OK
dale_chall_readability_score: 8.32 8.38706741573 99% => OK
difficult_words: 134.0 100.480337079 133% => OK
linsear_write_formula: 12.5 11.8971910112 105% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.