1 concentration of low-performing students (8 th grade math, 2005)
TRANSCRIPT
1
Concentration of Low-Performing Students (8th grade Math, 2005)
0
20
40
60
80
100
0 10 20 30 40 50 60 70 80 90 100
Percentage of schools
Per
cen
tag
e o
f L
evel
1 S
tud
ents
Level 1
Level 2
2
0
10
20
30
40
50
60
70
80
0 10 20 30 40 50 60 70 80
percent of schools
pe
rce
nt
of
stu
de
nts
in
sc
ho
ol
Lowest 5%
Low 20% Middle-Low 25% Middle-High 25%
High 25%
Lowest 5%
Low 20% Middle-Low 25% Middle-High 25%
High 25%
Percent of Students in Schools Scoring at Level 1 on 4th Grade Math Exam, 2002
3
Improving Teaching Quality
Teaching Quality = Outcomes for children
Improve the performance of those who enter teaching
Attract more able individuals to teaching Retain able individuals in teaching
What are the most effective policies?
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Age Distribution of New York State Teachers, 1985-2006
0
2,000
4,000
6,000
8,000
10,000
20 30 40 50 60 70
Age
nu
mb
er o
f te
ach
ers
1985
2000
2006
55
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Attributes of Teachers in NYS Elementary Schools Grouped by Level 1 Scores on 4th Grade Math Exam
Percent of teachers Lowest
5% Low 20%
Middle-Low 25%
Middle-High 25%
High 25%
State-wide
0-1 year prior teaching experience
21.9
21.1
15.9
13.4
12.3
16.2
failed general know-ledge or LAST exam
35.7
29.8
16.9
11.1
10.1
19.1
BA from a least competitive college
27.8
23.1
15.1
11.5
11.4
15.9
not certified in any assignment
28.8
23.6
11.4
5.8
4.3
12.5
Teacher Sorting
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Attract more able teachers
To what extent do working conditions and/or compensation affect who enters teaching?
Reduce the costs of becoming a teacher
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Figure 4: Potential Costs and Benefits of Alternative Certification on the Distribution of
Teaching Ability
Teaching Ability
T5
T4
A E
8
Draw of Home
• 85 percent of teachers take a first job within 40 miles of home
Region of First Job 0 to 15 miles
15 to 40 miles
40 to 100 miles
100 or more miles
Buffalo City 76.0 10.3 3.7 9.9Buffalo suburbs 71.0 18.3 4.3 6.3New York City 63.4 26.9 6.6 3.1New York City Sub 71.0 22.7 3.6 2.8Rochester City 54.2 11.4 18.7 15.8Rochester Suburbs 44.8 25.9 18.2 11.2All 60.8 23.9 8.6 6.7
Distance from Home to First Job
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Urban Districts Net Importer of Teachers Location of Home by Location of First Job, 1999-2002
Region of First Job Region of
Home NYC Suburbs of NYC
Rest of State N
NYC row % 91.8 6.1 2.1
column % 65.4 6.3 1.2 9,839
Suburbs row % 31.0 63.3 5.7 of NYC column % 30.1 88.9 4.4 13,431
Rest of row % 3.5 2.6 91.6 State column % 4.5 4.8 94.4 17,555
N 13,826 9,564 17,435 40,825
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NYC Salary Schedule 2002-03Experience BA MA MA + 30
1 39,000 43,786 45,080
2 39,325 44,111 45,405
3 39,650 44,436 45,730
4 40,225 45,011 46,305
5 40,720 45,506 46,800
6 41,255 46,041 47,335
7 43,136 47,922 49.216
8 48,231 53,017 54,311
10 54,476 59,262 60,556
13 56,182 60,968 62,262
15 59,786 64,572 65,866
18 60,732 65,518 66,812
20 67,724 72,510 73,804
22 71,659 76,445 77,739
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$0
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
$70,000
$80,000
1970 1975 1980 1985 1990 1995 2000
year
sala
ry
NYC-1
NYC-20
suburbs-1
suburbs-20
Real Salaries of Teachers in NYC and Its Suburbs(1 and 20 years of experience, 2003 dollars)
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Structure of Nominal Teacher Salaries, All Districts, 1970-2002
$0
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
$70,000
$80,000
0 5 10 15 20 25 30
Experience
no
min
al
sa
lary
1970
1980
1990
2002
13
Structure of Real Teacher Salaries, All Districts, 1970, 2002
0
10000
20000
30000
40000
50000
60000
70000
80000
0 5 10 15 20 25 30
Experience
Sal
ary
2002
1970
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Structure of Real Teacher Salaries
1970-1980
1980-1990
1990-1998
1998-2002
1970-2002
% Backloading 93.5 32.8 62.3 39.1 86.6
novices -26.1 22.1 0.3 8.0 -5.6 veterans -15.9 17.4 3.3 8.4 5.4
novices -17 25.4 2.8 5.3 -4.1 veterans -20.8 15.5 -4.2 -0.2 -9.5
novices -26.8 15.4 -1.2 12.2 -5.8 veterans -15.5 21.4 7.8 21.9 7.7
Backloading districts
All districts
Frontloading districts
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Improve Performance of Teachers
Better knowledge and skills Improve other inputs (e.g. principals,
computers) Different technology Incentives to perform better
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Figure 1: Potential Benefits of Enhanced Preparation Requirements on the Distribution of
Teaching Ability
Teaching Ability
T1 T2
A B
nu
mb
er o
f te
ach
ers
17
Figure 2: Potential Costs of Enhanced Preparation Requirements on the Distribution of Teaching
Ability
Teaching Ability
T1
T3
AC
18
Retain able teachers
Incentives to remain Stronger performance based job retention
19
Rates at Which Teachers Leave NYS Districts, 1998-2000
0
0.05
0.1
0.15
0.2
0 5 10 15 20 25 30
Years in District
qu
it r
ate
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Proportion of NYC Teachers Who Transferred to Another District by Cohort and Experience
0
0.02
0.04
0.06
0.08
0.1
0.12
0.14
0 2 4 6 8 10
number of years
pro
po
rtio
n t
ran
sfer
rin
g (
in t
ota
l)
1990
1993
19961999
2002
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The Importance of Place
Annual Turnover of First-Year Teachers by NYC Residency Prior to Taking First Job
Location Remain
in School Transfer
within NYC Transfer
out of NYC Quit
Teaching
NYC Resident 84.9 8.1 0.9 6.1
Nonresident 75.3 6.8 9.7 8.3
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Do Licensure Requirements Improve Student Outcomes?
To what extent do the knowledge and skills provided in teacher preparation programs improve teachers’ ability to improve outcomes for students? (Preparation)
How effective are licensure exams in differentiating teachers who are inadequate in improving student outcomes from those who are at least adequate? (Exams)
Does the requirement that teachers be licensed deter some individuals from becoming teachers who would have been successful in improving student outcomes? (Supply)
How effective is local hiring in discerning the attributes of teachers who most effectively improve student outcomes? (Hiring)
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Figure 3: Potential Costs and Benefits of Enhanced Preparation Requirements on the
Distribution of Teaching Ability
Teaching Ability
T1
T4
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