Pay Increase for Teachers Union Leader Amid Student Struggles

Stacy Davis Gates, President of the Illinois Federation of Teachers (IFT) and the Chicago Teachers Union (CTU), has received a substantial pay increase while student proficiency in reading remains a challenge across Illinois. An October 29 report from NBC Chicago revealed that the IFT Executive Board approved an annual pay raise for Gates, lifting her salary from $180,000 to $250,000. Coupled with her CTU salary of nearly $195,000, her total annual earnings approach $445,000.

The Illinois Policy Institute criticized the decision, highlighting that more than leadership compensation, schools should focus their spending on educational needs and teacher support. Mailee Smith from the institute stated that the CTU spends a larger portion on administrative expenses rather than on direct representation for teachers. This disparagement points towards questionable priorities when the average Illinois teacher earns significantly less than Gates’ combined salary.

Responding to these concerns, Smith further highlighted the growing disconnect between leadership compensation and classroom teacher support at bargaining tables, especially as schools struggle with student achievement in reading and math.

The issue becomes stark against the backdrop of student performance reports. The National Assessment of Educational Progress (NAEP) 2024 results show only 30% of Illinois fourth graders reached or exceeded proficient reading levels, with a similar trend among eighth graders. Within Chicago Public Schools, just 23% of fourth graders attained the NAEP Proficient level in reading that same year. Minimal gains have been observed in math as well.

Despite the emphasis on students’ academic needs, the CTU has faced criticism for focusing on political and social activism. These priorities have further fueled debates about resource allocation and leadership’s commitment to educational improvement.

Corey Brooks, echoing similar concerns, highlighted that fundamental skills crucial for student improvement are being overshadowed by broader agendas. Smith pressed for a leadership approach that centers on addressing classroom needs rather than pursuing what she termed as radical agendas.

In summary, as sizable salary adjustments are made for union leadership, there remains significant work to be done to turn around the academic performance of Illinois students. Calls for pressing toward classroom support continue to arise.