But the policy point is that what happens now is that people are attracted into teaching who value job security far more than most start-up-founding hackers value job security, and who value being accountable for demonstrable results far less than most other people in professional occupations. What you call "their long-held rights" (tenure and other job protections granted by state statute) is precisely what makes the occupation of teaching so different from most other occupations.
That is a reasonable possibility, and I think we probably agree on many aspects of the problem. The general observation still holds though, that the current compensation reality does not attract a broad enough pool.
The challenges of professional recognition, accountability and performance measurement which you aptly highlight are very real. I may be interpreting you incorrectly, but you seem to blame teachers for those issues. My thought is that teachers recognize that the broad challenges facing the industry, and recognize that a comprehensive solution will probably require some significant reforms. But I imagine they also believe that just giving up some of their current rights will not be a sufficient solution without more comprehensive reform. So in the meantime their better off with the status quo.
