School districts are quietly bleeding resources on ineffective professional learning. In many districts, teachers can earn permanent salary increases by completing Continuing Education (CE) graduate-level courses—fifteen credit hours often translates into a permanent salary increase of $2,000–$5,000. The intent is good: to ensure teachers are continuously improving their practice and in some states, meeting requirements for licensure renewal.
The reality is different. Low-rigor, checkbox-style courses—often marketed as graduate-level —slip into the system. Many are quiz-based, auto-graded, and provide no human feedback that improves instruction. Teachers may rack up non-degree eligible credits from “credit mills,” without gaining the meaningful skills that true CE should provide. Districts then face a double hit: permanent salary increases tied to weak programs plus the added cost of hiring outside experts to cover gaps.
Just as districts now prioritize High-Quality Instructional Materials (HQIM) for students, they should apply the same rigor to CE for educators. Without it, the financial drain is real, and the instructional toll is just as damaging; students ultimately pay the price.
This “credit mill” problem—spotlighted in districts like Baltimore City Public Schools—is becoming a major accountability challenge in K–12. CE matters; done well, it’s a powerful lever for teacher growth and student achievement. But not all CE is created equal.
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