Teacher Reacts to Sandoval's Budget Plan - 8 News NOW

Teacher Reacts to Sandoval's Budget Plan

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LAS VEGAS -- Governor Brian Sandoval laid out his plans for the future of Nevada in Monday night's State of the State Address. The governor wants to improve education in the state, but cuts are eminent.

Among his ideas include performance pay. Under his plan, teachers would be rewarded based on how well their students perform.

Some teachers feel the governor is blaming them for the problems with Nevada's education system. They say the governor's performance pay proposal is a cheap fix.

"As long as I've been here, this state has never funded education properly. So if you set it up to fail, and then it fails, and you point that as a failure, and you blame something other than the fact that its been set up to fail, there is something insidious about that," said music teacher Scott Miller.

Miller teaches at Hyde Park Middle School. He has taught in Clark County for nine years. He watched last night as Sandoval presented his plan to cut teacher salaries and education funding by six percent.

The governor also talked about performance pay. He says teachers who have students who do well will make more money.

"Our education system is broken. Not the people, but the system. While many teachers, professors, and students are excelling, collectively they are held back by an antiquated system that emphasizes too many of the wrong things, and for which the only suggested answer has been more and more money," said Sandoval.

Miller doesn't believe tests are a good measurement of student success. He thinks a better way to gauge teacher performance is by visiting classrooms and evaluating teachers.

Like Sandoval, Superintendent Dwight Jones is also in favor of performance pay.

In the meantime, district administrators are putting together budget numbers after the speech. Preliminary figures show a larger shortfall than before, at $244 million. A tentative budget is required by law in April. A final budget must be approved by May.

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