blue ribbon commission for educational excellence march 2, 2004
TRANSCRIPT
BLUE RIBBON COMMISSIONFOR EDUCATIONAL EXCELLENCE
MARCH 2, 2004
ACTIONS AND 2002-2003 RESULTS FORYEAR 1 AND YEAR 2 BLUE RIBBONCOMMISSION RECOMMENDATIONS
1999-2003
MAJOR NEEDS IDENTIFIED BY COMMISSION
Transform how universities and school districts work together.
Transform how we recruit individuals to enter the teaching profession.
Transform what and how we teach teachers. Transform what we do to retain effective
teachers once they enter the teaching profession.
DURING 1999-2000 . . .
FOUR MAJOR AREAS INBLUE RIBBON COMMISSION REPORTS
Creation of Coordinated Partnerships Recruitment of Teacher Candidates and
Certified Teachers Preparation of Quality Teachers Creation of Essential Conditions and
Environments
DURING 1999-2000 . . .
INCREASE IN THE PERCENTAGE OF TEACHERS WITH STANDARD TEACHING
CERTIFICATES
82
83
84
85
86
87
88
1999-2000
2000-2001
2001-2002
2002-2003
Percentage ofTeachers withStandardCertificates
85.77
84.39
88.10
84.85
SINCE 1999-2000 . . .
FIVE SCHOOL DISTRICTS WITH HIGHEST PERCENTAGE OF UNCERTIFIED TEACHERS
School District 1999-2000 BRC Report 2002-2003
Red River Parish 55.29% 19.01%
East Feliciana Parish 39.27% 27.23%
St. Helena Parish 33.04% 22.34%
Madison Parish 31.86% 29.79%
Assumption Parish 27.38% 13.95%
SINCE 1999-2000 . . .
TYPES OF NON-STANDARD AUTHORIZATIONS TO TEACH
84 = Temporary Employment Permit 1,959 = Out of Field Authorization to
Teach 3,913 = Temporary Authority to Teach 673 = No Certificate
DURING 2002-2003 . . .
New alternate certification programs require passage of the
PRAXIS specialty examination to enter alternate certification
programs. Some teachers are having difficulty passing
the specialty examination to enter a program.
A DECREASE HAS OCCURRED IN THE NUMBER OF GRADUATES OF UNDERGRADUATE TEACHER
PREPARATION PROGRAMS.
0
500
1000
1500
2000
2500
AlternateCertification
RegularCertification
Total
2000-2001(Baseline)
2001-2002ProgramCompleters
2,1742,358
1,7761,961
397398
The decrease has been a direct result of colleges/universities raising graduation standards.
SINCE 2000-2001 (Baseline) . . .
INCREASES IN TEACHER SHORTAGE AREASBY UNIVERSITY PROGRAM COMPLETERS
0
20
40
60
80
100
120
140
160
Mathematics Biology Physics &Chemistry
SpecialEducation
1997-1998
2001-200228
76
2
66
2
26
67
160
SINCE 1997-1998 . . .
THE ALTERNATE CERTIFICATION PROGRAMS PRODUCED SIMILAR NUMBERS OF TEACHERS IN SHORTAGE AREAS
DESPITE THE UNDERGRADUATE PROGRAMS BEING FOUR TIMES LARGER THAN THE ALTERNATE PROGRAMS.
0102030405060708090
100
Biology Physics &Chemistry
GeneralScience
SpecialEducation
Regular (2001-2002)
Alternate (2001-2002)3135
11 1517 18
92
68
DURING 2001-2002 . . .
AN INCREASE HAS OCCURRED IN THE NUMBER OF ALTERNATE CERTIFICATION PROGRAM
COMPLETERS
1998-1999 478 Program Completers
2001-2002 643 Program Completers
398 University (Met all Requirements)123 University (BESE waived student teaching)113 New Teacher Project (Private Provider) 9 St. John’s Parish (Private Provider)
SINCE 1998-1999 . . .
INCREASE IN THE PERCENTAGE OF UNIVERSITY PROGRAM COMPLETERS WHO PASS THE PRAXIS EXAMINATION
84
86
88
90
92
94
96
1999-2000
2000-2001
2001-2002
Praxis PassageRates forRegular &AlternatePrograms
89% 90%
96%
SINCE 1999-2000 . . . .
PASSAGE RATE OF THREE UNIVERSITIES THAT EXITED CORRECTIVE ACTION IN ONE YEAR
0
10
20
30
40
50
60
70
80
90
100
SouthernUniversity -
BR
SouthernUniveristy -
NO
GramblingState
University
1999-2000Passage Rate
2000-2001Passage Rate
2001-2002Passage Rate
100%98%97%
SINCE 1999-2000 . . . .
NUMBER OF REGULAR PROGRAM COMPLETERS EXITING SOUTHERN UNIVERSITY AND A&M
COLLEGE PASSING THE PRAXIS EXAMINATION
0102030405060708090
Number ofRegularProgramCompleters
4246
61
81
Note: Southern University and A&M College has decreased the size of its regular Teacher
Preparation Program from 124 in 1999-2000 to 63 in 2001-2002; however, the Praxis
passage rates of the graduates have increased from 33% in 1999-2000 to a
projected 100% in 2002-2003, and the number of program completers are increasing each year.
SINCE 1999-2000 . . . .
APRIL 2003ACCOUNTABILITY LABELS
Exemplary: 2 Universities High Performing: 12 Universities Satisfactory: 2 Universities At-Risk: 0 Universities Low-Performing: 0 Universities
Transitional: 3 Universities (These universities were labeled as Low-Performing during April 2002 and exited Corrective Action in one
year.)
DURING 2002-2003 . . . .
RATINGS OF UNIVERSITY PROGRAMS BY FIRST YEAR TEACHERS
90
100
110
120
130
Mean for All SurveyQuestions
OverallSatisfaction of2001-2002Regular ProgramCompleters
115.8
Score of 105-116 = Grade of “B”
Score of 117=127 = Grade of “A”
“Agree” on all items.
DURING 2002-2003 . . . .
INCREASE IN THE RETENTION OF GRADUATES OF LOUISIANA COLLEGES/UNIVERSITIES AFTER ONE AND TWO YEARS OF
TEACHING
SINCE 1999-2000 . . . .
Years Teachers Began
Teaching
Total Number of New
Teachers
Percentage Retained
Through One Year
Percentage Retained
Through Two Years
Percentage Retained
Through Three Years
1999-2000 1,755 87.52% (n=1,536)
78.46% (n=1,377)
74.87% (n=1,314)
2000-2001 1,416 87.57% (n=1,240)
82.70% (n=1,171)
2001-2002 1,567 89.98% (n=1,410)
INCREASE IN THE RETENTION OF GRADUATES OF OUT-OF-STATE COLLEGES/UNIVERSITIES AFTER ONE YEAR OF
TEACHING DURING 2001-2002
SINCE 1999-2000 . . . .
Years Teachers Began
Teaching
Total Number of New
Teachers
Percentage Retained
Through One Year
Percentage Retained
Through Two Years
Percentage Retained
Through Three Years
1999-2000 200 76.50% (n=153)
62.50% (n=125)
57.00% (n=114)
2000-2001 139 74.82% (n=104)
58.99% (n=82)
2001-2002 185 85.41% (n=158)
CONCERNS: - A greater percentage of out-of-state graduates left after two
years of teaching during 2000-2001 when compared to 1999-2000.
- A greater percentage of out-of-state graduates left after two
years of teaching (58.99%) during 2000-2001 when compared to
in-state graduates of colleges/universities (82.70%).
INCREASE IN THE RETENTION OF TEACHERS WHO ARE NOT CERTIFIED WHEN THEY BEGIN TEACHING
SINCE 1999-2000 . . . .
Years Teachers Began
Teaching
Total Number of New
Teachers
Percentage Retained
Through One Year
Percentage Retained
Through Two Years
Percentage Retained
Through Three Years
1999-2000 1,740 62.93% (n=1,095)
43.97%(n=765)
39.37% (n=685)
2000-2001 1,488 61.42%(n=914)
50.81% (n=756)
2001-2002 1,465 65.39% (n=958)
INCREASE IN THE RETENTION OF ALL NEW TEACHERS(CERTIFIED AND NOT CERTIFIED)
SINCE 1999-2000 . . . .
Years Teachers Began
Teaching
Total Number of New
Teachers
Percentage Retained
Through One Year
Percentage Retained
Through Two Years
Percentage Retained
Through Three Years
1999-2000 3,699 75.32% (n=2,786)
61.34%(n=2,269)
57.18%(n=2,115)
2000-2001 3,046 74.23% (n=2,261)
66.05%(n=2,012)
2001-2002 3,225 78.54%(n=2,533)
PROFESSIONAL DEVELOPMENT SCHOOLS (2003)
9% Exemplary Growth 15% Recognized Academic Growth 50% Minimal Growth 17% No Growth 9% Schools in Decline
DURING 2003 . . . .
TEACHER SALARY
Blue Ribbon Commission’s Goal in 1999-2000 = $35,522 (SREB Average Teacher Salary)
$36,878 (Louisiana 2002-2003 Average Teacher Salary – SREB Report)
$40,771 (SREB Average Teacher Salary - New)
SINCE 1999-2000 . . . .
ACTIONS NOT ADDRESSED
Scholarships for community college students. Teaching bonuses for Teacher Cadets. Placement of new teachers in their areas of
certification. State income tax incentive for teachers. New teacher rating of their mentors. District reporting of teacher retention rates. Inclusion of teacher retention in accountability K-12
School and District Accountability System.
DURING 1999-2004 . . . .
ACTIONS NOT ADDRESSED
Recruitment and retention strategies for principals. Ongoing professional development for all
educators. Pay increases for advanced graduate degrees. Legislative funding for professional development. Full time mentoring and pay increase for
mentoring. Advisory committee to align funding
recommendations.
DURING 1999-2004 . . . .
BLUE RIBBON COMMISSIONYEAR FOUR REPORT
MIDDLE AND HIGH SCHOOL
RECOMMENDATIONS HAVE NOT YET
BEEN ADDRESSED.
SMALL GROUP DISCUSSION
Based upon the data presented today, what new issues should the Blue Ribbon Commission examine that will result in schools having effective teachers and effective educational leaders who help students achieve at higher levels?