the importance of equitable access to effective educators
DESCRIPTION
Equitable Distribution of Teachers The No Child Left Behind Act requires states have plans to ensure schools provide instruction by highly qualified instructional staff and to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers. Highly qualified teachers are those who hold at least a bachelor's degree, are fully licensed or certified by the state in the subjects they teach, and can demonstrate competence in the subjects they teach. Currently, 99.70% of all courses in Kentucky are taught by highly qualified teachers.TRANSCRIPT
The Importance of Equitable Access to Effective
Educators
Why is equitable access important?
Research has shown that the most important factor affecting student learning is the teacher.
Not only does teacher quality matter when it comes to how much students learn, but also a teacher's effectiveness stays with students for years to come.
Equitable Distribution of Teachers
The No Child Left Behind Act requires states have plans to ensure schools provide instruction by highly qualified instructional staff and to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers.
Highly qualified teachers are those who hold at least a bachelor's degree, are fully licensed or certified by the state in the subjects they teach, and can demonstrate competence in the subjects they teach.
Currently, 99.70% of all courses in Kentucky are taught by highly qualified teachers.
Recruitment
91.6%
8.4%
ReturningTeachers
NewHires
Notes: Sample includes teachers with teacher job codes in traditional schools in the 2009-10 through 2011-12 school years,with 127,630 teacher years and 50,340 unique teachers. All data are from Kentucky Center for Education and Workforce Statistics.
Share of Teachers Who Are New Hires
Recruitment in High Poverty Schools
7.98.4*
7.9
9.4*
02
46
810
1214
Per
cent
of T
each
ers
Bottom 2nd 3rd Top *Significantly different from bottom quartile value, at the 95 percent confidence level.Notes: Sample includes teachers with teacher job codes in traditional schools in the 2009-10 through 2011-12 school years,with 127,630 teacher years and 50,340 unique teachers. All data are from Kentucky Center for Education and Workforce Statistics.
by School F/RPM QuartileShare of Teachers Who Are New Hires
Higher Poverty
Recruitment in High Minority Schools
6.67.1*
8.2*
10.7*
02
46
810
1214
Per
cent
of T
each
ers
Bottom 2nd 3rd Top *Significantly different from bottom quartile value, at the 95 percent confidence level.Notes: Sample includes teachers with teacher job codes in traditional schools in the 2009-10 through 2011-12 school years,with 127,630 teacher years and 50,340 unique teachers. All data are from Kentucky Center for Education and Workforce Statistics.
by School's Minority QuartileShare of Teachers Who Are New Hires
Higher % Minority
Recruitment in Lower Achieving Schools
10.4
7.8* 7.5* 7.4*
02
46
810
1214
Per
cent
of T
each
ers
Bottom 2nd 3rd Top *Significantly different from bottom quartile value, at the 95 percent confidence level.Notes: Sample includes teachers with teacher job codes in traditional schools in the 2009-10 through 2011-12 school years,with 104,798 teacher years and 41,787 unique teachers. All data are from Kentucky Center for Education and Workforce Statistics.
by School Math Standardized Test Score QuartileShare of Teachers Who Are New Hires in Elementary and Middle Schools
Lower Math Achievement
Placement
Placement
Development of Teachers
0.0230.025*
0.101*0.101*
0.1
.2.3
.4
Diff
eren
ce in
Tea
cher
Impa
ct
Math Reading
Middle Schools Elementary Schools
*Significantly different from zero, at the 95 percent confidence level.Notes: Sample includes traditional school teachers with teacher job codes and their students in grades 4 through 8 with prior year test scores in the2009-10 through 2010-11 school years, with 2,700 middle school math teacher years, 2,806 middle school reading teacher years,1,674 unique middle school math teachers, 1,793 unique middle school reading teachers, 4,613 elementary school math teacher years,5,427 elementary school reading teacher years, 2,961 unique elementary school math teachers, and 3,481 unique elementary school reading teachers.Test scores are normalized to have an average of zero and a standard deviation of one. All data are from Kentucky Center for Education and Workforce Statistics.
Teacher Impact of Returning TeachersCompared to First Year of Teaching in State
Retention
Retention/Turnover
2.4 2.7* 2.7*4.7*
2.0 2.2* 1.8 1.4*8.8 8.8 8.5 9.6*
13.1 13.8* 13.1
15.7*
010
2030
40P
erce
nt o
f Tea
cher
s
Top3rd2ndBottom
Transfer Within Districts
Transfer to Another District
Leave Teaching in Kentucky Schools
*Significantly different from bottom F/RPM quartile value, at the 95 percent confidence level.Notes: Sample includes teachers with teacher job codes in traditional schools in the 2008-09 through 2010-11 school years,with 126,902 teacher years and 49,455 unique teachers. Retention analysis is based on one-year retention rates.All data are from Kentucky Center for Education and Workforce Statistics.
by School F/RPM QuartileAverage Teacher Turnover
Higher Free/Reduced
Retention/Turnover
4.6
3.1* 2.6*2.3*1.8
1.6 1.7 1.610.5
8.7* 8.5* 7.8*
17.0
13.4* 12.8*11.8*
010
2030
40P
erce
nt o
f Tea
cher
s
Bottom 2nd 3rd Top
Transfer Within Districts
Transfer to Another District
Leave Teaching in Kentucky Schools
*Significantly different from bottom quartile value, at the 95 percent confidence level.Notes: Sample includes teachers with teacher job codes in traditional schools in the 2008-09 through 2010-11 school years,with 104,240 teacher years and 41,029 unique teachers. Retention analysis is based on one-year retention rates.All data are from Kentucky Center for Education and Workforce Statistics.
by School Math Standardized Test Score QuartileAverage Teacher Turnover in Elementary and Middle Schools
Lower Test Scores
Retention/Turnover for All Teachers
Retention/Turnover for New Teachers
71.6
55.7
76.9
62.8
100.0
82.1
70.3
020
4060
8010
0P
erce
nt o
f Tea
cher
s
2009-10 2010-11 2011-12
Still Teaching in Kentucky
Still Teaching at Same District
Still Teaching at Same School
Notes: Sample includes 3,542 traditional school teachers with teacher job codes in the 2009-10 school year.All data are from Kentucky Center for Education and Workforce Statistics.
Newly Hired Teacher Trajectory
Components of Statewide Plan
1. Consultation with stakeholders regarding the plan
2. Identification of equity gapsHigh New Teacher TurnoverHigh Teacher Turnover in High Needs Schools
3. Root Cause Analysis of identified equity gapsWorking ConditionsTeacher and Principal PreparationRecruitment and Hiring PracticesPerception of the Profession (lack of career ladder
opportunities)
4. Strategies to eliminate identified equity gapsRecruitment, Hiring and Placement Ongoing Job-Embedded Professional LearningEvaluation of EducatorsRetention
5. Measures to evaluate progressWorking ConditionsOverall Teacher and Principal EffectivenessTeacher and Principal Growth RatingTotal percent of 1st year and KTIP teachers in all
schoolsTeacher Retention
Components of Statewide Plan
6. Publicly report on progress District/School Report Card
Components of Statewide Plan
Public Reporting – School Report CardEquity Tab
Addressing Equitable Access Needs
Districts and schools will utilize data in the School Report Card, along with other pertinent data, to determine their specific needs related to equitable access.
Identified needs of a district will be addressed through a diagnostic in the Comprehensive District Improvement Plan.
Identified needs of a school will be addressed through a diagnostic in the Comprehensive School Improvement Plan.