2005 by the education trust-west use of instructional time? bottom line? teachers are left with...

2005 by The Education Trust-West

Use of Instructional Time?

BOTTOM LINE?Teachers are Left with about

24 School DaysOR

18 Eight Hour Days Per Subject

Per Year


#3: Make Sure Your Instructional System is

Fully and Carefully Aligned…and That Nothing

About Teaching and Learning is Left to Chance


Historically, most of the really important decisions

about what students should learn and what kind

of work was “good enough” left to individual

teachers.


Result? A System That:

• Doesn’t expect very much from MOST students; and,

• Expects much less from some types of students than others.


Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.

‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent

Schools87

35

56

34 41

22 21

11

0

100

Per

cent

ile -

CT

BS

4

A B C DGrades

Seventh Grade Math

Low-poverty schools High-poverty schools


Students can do no better than

the assignments they are given...


Grade 7 Writing Assignment

Source: Unnamed school district in California, 2002-03 school year.

Essay on Anne FrankEssay on Anne Frank

Your essay will consist of an opening paragraph which Your essay will consist of an opening paragraph which introduced the title, author and general background of the introduced the title, author and general background of the novel. novel. Your thesis will state specifically what Anne's overall Your thesis will state specifically what Anne's overall personality is, and what general psychological and personality is, and what general psychological and intellectual changes she exhibits over the course of the intellectual changes she exhibits over the course of the bookbookYou might organize your essay by grouping psychological You might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in this area. doubt) and show how she changes in this area.


Grade 7 Writing Assignment

Source: Unnamed school district in California, 2002-03 school year.

•My Best Friend:My Best Friend:

•A chore I hate:A chore I hate:

•A car I want:A car I want:

•My heartthrob:My heartthrob:



Even in college-prep classes, differences in rigor…


Using the SAME TEXT BOOKCollege-prep assignments from:

School A, District A, California

1467 students enrolled in 2005• 82% White• 6% Asian• 4% Latino• 2% Black

• 2% Low-Income

School B, District B, California

2001 students enrolled in 2005• 45% White• 4% Asian

• 48% Latino• 1% Black

• 27% Low-Income


Same Text Book: High-Level college-prep

assignment.• Describe the fundamental problems in

the economy that helped cause the Great Depression. Consider agriculture, consumer spending and debt, distribution of wealth, the stock market

• Describe how people struggled to survive during the Depression

• How did Hoover’s belief in “rugged individualism” shape his policies during the depression?


Same Text Book:Low Level college-prep

assignment.• Role play (Meet the Press) &

interview key people of the era• Draw a political cartoon highlighting

a major event of the time• Share excerpts from noted literary

authors-Lewis, Fitzgerald, Hemingway, Hughes

• Listen to jazz artists of the 20’s• Construct a collage depicting new

inventions


High Performing Schools and Districts

• Have clear and specific goals for what students should learn in every grade, including the order in which they should learn it;

• Provide teachers with common curriculum, assignments;

• Assess students every 4-8 weeks to measure progress;

• ACT immediately on the results of those assessments.


#4. Insist on Rigor and High Standards for All Students. Make the

College Prep Curriculum the Default Curriculum.


Not all students have access to college-prep

classes.


Latino and Black are less likely to attend High Schools that offer

High-Level Math Courses

67

5160

45

77

59

0

20

40

60

80

100

Trigonometry CalculusPe

rce

nt

of

Stu

de

nts

Att

en

din

g H

igh

Sc

ho

ols

th

at

Off

er

Hig

h-L

ev

el M

ath

Co

urs

es

Black

Latino

White

Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006.


Low-SES Students are less likely to attend High Schools that offer

High-Level Math Courses

64

44

83

72

0

20

40

60

80

100

Trigonometry CalculusPe

rce

nt

of

Stu

de

nts

Att

en

din

g H

igh

Sc

ho

ols

th

at

Off

er

Hig

h-L

ev

el M

ath

Co

urs

es

Low SES

High SES


SES quintiles are composites of family income, parental education, prestige of parental occupation(s), and the presence of reading materials and computers in the household.


Latino and Black students are less likely to take the full complement of

Science Courses

22%25%

31%

45%

0%

10%

20%

30%

40%

50%

Black

Latino

White

Asian

Source: U.S. Department of Education

Per

cen

tag

e o

f 12

th G

rad

e S

tud

ents

Tak

ing

B

iolo

gy,

Ch

emis

try,

an

d P

hys

ics


Even though most students want to go to college, the truth is, many low income students and students of color aren’t getting the classes in the first place.


Gompers HS:

• 1543 Students

• 87.1% Latino & African-American

• 81.1% low-income

• 17% of graduates successfully completed A-G in 2004

La Jolla HS:

• 1688 students

• 25% Latino & African-American

• 17.8% low-income

• 56.7% of graduates successfully completed A-G in 2004

San Diego City Schools: Two High Schools

Source: CA Dept of Education, 2005


48

30

6 3

10

1

19

6

12

4 5 3

0

10

20

30

40

50

60

Pre-Alg Beg Alg Int Alg Adv Alg Geometry Pre-calc Calc

Gompers HS La Jolla HSNu

mb

er

of

cla

sse

s o

ffe

red

in 2

00

4-0

5Opportunities to take higher level math classes are much

more limited at the high-poverty, high-minority high school:Gompers HS vs. La Jolla HS, San Diego City Schools

Source: Ed Trust-West Analysis of CA Dept of Education Data, 2005


Regressive Math – A Path to Nowhere

Sample SequenceIn one California district, a high school student has:

• passed both sections of the California Exit Exam by the beginning of the senior year.

• has started her senior year with 175 of the 230 credits needed to graduate.

• has not fulfilled the 10 credits for Algebra, and still needs 10 more credits in other math courses.

She is only enrolled in one math course in her senior year –

Business Math.Source: Unidentified Student Transcript, California High School


In that same district 20% of students are enrolled in

Regressive Math. More than half of those are

Latino.

Regressive Math – A Path to Nowhere


But are most of our kids getting anything that even

remotely resemblesINTENSE?


Jake’s Fall Schedule, Freshman Year

English

Health Ed/Academic Foundations (Required Course for all freshmen)

Conceptual Physics

Volleyball


Spring Schedule, Freshman Year

Algebra

Auto Shop

Auto Shop

Volleyball


Fall Schedule, Sophomore Year

English

Spanish

Chemistry

Open Period (required)


Spring Schedule, Sophomore Year

Geometry

W. History

Volleyball

Open Period (required)


Fall Schedule, Junior Year

Mythology

Algebra

Auto Shop

Career Choices


Spring Schedule, Junior Year

Algebra 2

American History

Arts Tech

English


Senior Year?

Too embarrassing to even show


Consequences?


The Highest Level of Math Reached in High School is a Strong Predictor of BA

Attainment

8375

60

39

17

7

0

20

40

60

80

100

Calculus Precalculus Trigonometry Algebra 2 Geometry Algebra 1

Per

cen

t A

ttai

nin

g a

Bac

hel

or'

s



High School Curriculum Intensity is a Strong Predictor of Bachelor’s Degree

Completion

82

9

0

20

40

60

80

100

Most Intense Curriculum Least Intense Curriculum

Per

cen

t o

f S

tud

ents

Co

mp

leti

ng

a

Bac

hel

or'

s D

egre

e


Curriculum quartiles are composites of English, math, science, foreign language, social studies, computer science, Advanced Placement, the highest level of math, remedial math and remedial English classes taken during high school.


Most 21st Century Jobs Require Postsecondary

Education


College isn’t for everyone. But a college prep curriculum is.


High School Course-Taking Indicates Opportunity for Success in the

Workplace

75%85%

0%

20%

40%

60%

80%

100%

Algebra I I or higher Geometry or higher

The percentage of workers in the highest-paying jobs that took high-level math courses in high school

Source: Carnevale and Desrochers, ETS, Connecting Education Standards & Employment: Course Taking Patterns of Young Workers, ADP: Workplace Study, 2002:


American Diploma Project Interviews with Employers:

• They mostly want the same things that higher education wants!– Strong Reading Ability – read/comprehend

informational and technical texts– Emphatic about literature – understanding other

cultures is necessary with diverse customers and co-workers

– Writing ability key– Mathematics Imperative – data, probability,

statistics and competent problem solvers. Algebra I, Geometry and Algebra II.

Source: Workplace Study by the National Alliance for Business for the American Diploma Project, unpublished report, 2002.


But Even in Jobs We Don’t Expect…

Requirements for Tool and Die Makers

• Four or five years of apprenticeship and/or postsecondary training;

• Algebra, geometry, trigonometry and statistics;

• Average earnings: $40,000 per year.

Requirements for Sheet Metal Workers

• Four or five years of apprenticeship;

• Algebra, geometry, trigonometry and technical reading;

Requirements for Auto Technicians

• A solid grounding in physics is necessary to understand force, hydraulics, friction and electrical circuits.


Even in Jobs We Don’t Expect…

Plumbing-Heating-Air Conditioning

• Four or five years of apprenticeship

and/or post-secondary training;

• Algebra, plane geometry,

trigonometry and statistics;

• Physics, chemistry, biology,

engineering economics.

ALL of these jobs require a strong

foundation of reading, writing

and speaking the English

language in order to

comprehend instructions and

technical manuals

Construction and Engineering

• Four or five years of apprenticeship

and/or post-secondary training;

• Algebra, plane geometry

• Critical thinking, problem solving,

reading and writing

Sources: Plumbing : Shapiro, D., and Nichols, J. Constructing Your Future: Consider a Career in Plumbing, Heating, Ventilation, Air Conditioning (HVAC) PHCC Auxiliary 2005 downloaded March 13, 3006 http://www.phccweb.org/PDFs/PHCC20pg.pdf, Construction: California Apprenticeship Council Division of Apprenticeship Standards 2001 Annual Legislative Report Downloaded March 15, 2006 http://www.dir.ca.gov/das/DASAnnualReport2001/LegRep2001.pdf#search='architecture%2C%20construction%2C%20engineering%20%28ace%20pathway%29%20course%20outline'


Employers Are Less Willing to Help

“Remedial programs were victims of mid-90s cost cutting initiatives: from a high point of 24% of [businesses] in 1993, the share of companies sponsoring such programs dropped to 15% in 1999 and 12.3% in 2001.”

--2001 American Management Association Survey on Workplace Testing


Employers are looking for better educated workers

elsewhere

Example: Toyota Motor Corporation


Why Ontario, Canada is a better location for a new

Toyota plant…“The level of the workforce in general is so high the training program you need for people, even for people who have never worked in a Toyota plant before, is minimal compared to what you have to go through in the southeastern United States,”

--Gerry Fedchun, president of Automotive Parts Manufacturers’ Association, 7/8/2005

Source: www.cbc.ca/cp/business/050630/b0630102.html


“In Alabama, trainers had to use ‘pictorials’ to teach some illiterate workers how to use high-tech plant equipment.”

--Gerry Fedchun, president of Automotive Parts Manufacturers’ Association, 7/8/2005

Source: www.cbc.ca/cp/business/050630/b0630102.html


With college-prep curricula, students of all sorts will learn more...


Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation

*Grade 8-grade 12 test score gains based on 8th grade achievement.

Low Quartile Students Gain More From College Prep

Courses*

1916

28

20

0

30

Math Reading

NE

LS

Sco

re G

ain

Vocational College Prep


San Jose Unified – College Prep Curriculum For All

AP Scores with a score of AP >=3

43.5

57.4

0102030405060

1999 2004748 Test Taken 1197 Tests Taken

Source: EdTrust West analysis of California Department of Education data


Students taking rigorous courses will fail less often...


Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers

16

23

47

31

0

50

Quartile I (Lowest) Quartile 2

Per

cen

t E

arn

ing

"D

" o

r "F

"

College Prep Low Level

Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.

Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles


Gaps will close.


SJUSD SAT9 & CAT6 Matched Reading Scores at

Grades 4-9 for Students who Have Been Tested with STAR Every Year Since 1998

Gap reduced by 48%

Gap reduced by 48%

Med

ian

Nat

iona

l Per

cent

ileM

edia

n N

atio

nal P

erce

ntile

Source: San Jose Unified School District

*CAT6 scores adjusted to SAT9 scale


SJUSD SAT9 & CAT6 Matched Mathematics Scores at

Grades 3-9 for Students who Have Been Tested with STAR Every Year Since 1998

Gap reduced by 43%

*CAT6 scores adjusted to SAT9 scale

Med

ian

Nat

iona

l Per

cent

ileM

edia

n N

atio

nal P

erce

ntile

Source: San Jose Unified School District


Students will work harder.


66%

70%

81%

88%

0% 20% 40% 60% 80% 100%

Would have worked harder if expectationswere higher

Were confident they could have graduatedfrom high school

Recognized that graduating from high schoolwas vital to their success

Had passing grades

Source: The Silent Epidemic: Perspectives of High School Dropouts, Civic Enterprises, March 2006

Recent poll shows that 66% of dropouts would have worked harder if expectations

were higher.


And they’ll succeed more.


SJUSD Graduation Rates

72%73%70%

87% 84% 79% 80%

0%10%20%30%40%50%60%70%80%90%

100%

1998 1999 2000 2001 2002 2003 2004

Source: Ed Trust West analysis of CA Dept of Ed data, 2005

Estimated completion rate

using Cumulative Promotion Index

methodology

69%71%72% 77% 73% 73% 73%

0%10%20%30%40%50%60%70%80%90%

100%

1998 1999 2000 2001 2002 2003 2004

Estimated completion rate

using Manhattan Institute

methodology


LAUSD High Schools That Have High Percentages of Their Graduates

Completing College Prep Curriculum (A-G) Have Fewer Suspensions and

Lower Failure Rates

46%

16%

37%

23%

64%

11%21%

12%

0%10%20%30%40%50%60%70%80%90%

100%

HSCompletion

Rate

SuspensionRate

% of F's inMath

% of F's inEnglish

LowPercentageA-G Grads

HighPercentageA-G Grads

Source: Ed Trust West Analysis of School-Level Data, School Accountability Report Cards, 2005.


#5. Monitor the Distribution of Teacher

Talent…andMake Sure Low-Income and Minority Students Have the High Quality Teachers They Need


Teachers Matter Big Time.


Students Who Start 2nd Grade at About the Same Level of Math

Achievement…

55 57

0

20

40

60

80

100

Group 1 Group 2

Avera

ge P

erc

en

tile

Ran

k

Beginning of 2nd Grade

Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.


…Finish 5th Grade Math at Dramatically Different Levels Depending on the Quality

of Their Teachers

55 57

77

27

0

20

40

60

80

100

Group 1 Assigned to ThreeEFFECTIVE Teachers

Group 2 Assigned to ThreeINEFFECTIVE Teachers

Avera

ge P

erc

en

tile

Ran

k

Beginning of 2nd Grade End of 5th Grade



Students Who Start 3rd Grade at About the Same Level of Reading

Achievement…

59 60

0

20

40

60

80

100

Group 1 Group 2

Ave

rag

e P

erce

nti

le R

ank

Beginning of 3rd Grade



…Finish 6th Grade at Dramatically Different Levels Depending on the Quality of Their

Teachers

59 60

76

42

0

20

40

60

80

100

Group 1 Assigned to ThreeEFFECTIVE Teachers

Group 2 Assigned to ThreeINEFFECTIVE Teachers

Avera

ge P

erc

en

tile

Ran

k

Beginning of 3rd Grade End of 6th Grade



But poor and minority students don’t get their fair

share of our strongest teachers.


Poor and Minority Students Get More Inexperienced*

Teachers20%

11%

21%

10%

0%

25%

Perc

en

t o

f T

each

ers

Wh

o A

re

Inexp

eri

en

ced

Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.

*Teachers with 3 or fewer years of experience.

High poverty Low poverty High minority Low minority

Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low poverty-bottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of minority students


More Classes in High-Poverty, High-Minority Schools Taught By Out-of-

Field Teachers34%

19%

29%

21%

0%

50%

Per

cen

t o

f C

lass

es T

aug

ht

by

Ou

t o

f F

ield

Tea

cher

s

*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes.Source: Craig D. Jerald, All Talk, No Action: Putting an End to Out-of-Field Teaching, The Education Trust, 2002.

High poverty Low poverty High minority Low minority

Note: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or fewer of the students are eligible for free/reduced price lunch.

High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are nonwhite.


Middle Grades – Classes Taught by Teachers Without at Least a College Minor in the Subject

Source: Craig D. Jerald, All Talk, No Action: Putting an End to Out-of-Field Teaching, The Education Trust, 2002.

53%

38%

49%

40%

0%

60%

High-Poverty Low-Poverty Schools Schools

High-Minority Low-Minority Schools Schools

Percent of middle

school classes

taught by a teacher without

at least a minor in

the subject

(>50%) (<15%) (>50%) (<15%)

*Data is for core academic classes.


High Schools – Classes Taught by Teachers Lacking an Undergraduate

Major

Source: Craig D. Jerald, All Talk, No Action: Putting an End to Out-of-Field Teaching, The Education Trust, 2002.

29%

21%

28%

21%

0%

60%

High-Poverty Low-Poverty Schools Schools

High-Minority Low-Minority Schools Schools

Percent of high

school classes

taught by a teacher without a major in

the subject

(>50%) (<15%) (>50%) (<15%)

*Data is for core academic classes.


Teacher Quality Index Illinois Education Research Council

• School Level Teacher Characteristics

– % of Teachers with Emergency/Provisional Certification

– % of Teachers from More/Most Selective Colleges

– % of Teachers with < 4 Years Experience

– % of Teachers Failing Basic Skills Test on First Attempt

– School Average of Teachers’ ACT Composite and English Scores

SchoolTeacher QualityIndex(TQI)

DeAngelis, K., Presley, J. and White, B. (2005). The Distribution of Teacher Quality in Illinois. http://ierc.siue.edu/documents/Teacher_Quality_IERC_%202005-1.pdf


IERC College Readiness Index

• Uses ACT scores and self-reported GPA

• Five levels– Not/least ready– Minimally ready– Somewhat ready– More ready– Most ready

Presley, J. and Gong, Y. (2005). The Demographics and Academics of College Readiness in Illinois. http://ierc.siue.edu/documents/College%20Readiness%20-%202005-3.pdf


Illinois: Distribution of School TQI by

School Percent Minority•Very high percent minority schools are likely to have very low school TQIs.

•There is little difference in TQI distribution below the highest minority quartile (i.e. below about 60% minority).


Impact?


College Readiness at High Poverty, High Minority Schools by TQI

26%

3%

73%

38%

0

10

20

30

40

50

60

70

80

Lowest TQI Upper Middle TQI

Pe

rce

nt

of

Stu

de

nts

More/Most Ready

Not/Least Ready



Percent of Students More/Most Ready by High School TQI and

Highest Math Level

6 6

1611

25

48

18

42

67

20

52

76

21

57

81

0102030405060708090

Algebra II Trigonometryor other

advancedmath

Calculus

Per

cen

t o

f S

tud

ents

Lowest 10%

11-25%

Lower Middle TQI

Upper Middle TQI

Highest TQI



Let’s Get That Again!

STUDENTS WHO STUDIED ALL THE WAY THROUGH CALCULUS IN SCHOOLS WITH THE LOWEST

TEACHER QUALITY LEARNED LESS MATH THAN STUDENTS WHO ONLY

WENT THROUGH ALGEBRA 2 IN SCHOOLS WITH JUST AVERAGE

TEACHER QUALITY.


Some of the differences occur between poor and rich

school districts.But there are big differences within

school districts, as well. In fact, in most states these differences are larger than

between-district differences.


California: Study after study shows large differences in

experience and education of teachers in high vs. low-

poverty schools.These differences, of course, reflected in different salaries.


A Tale of Two Schools

Granada Hills High SchoolLos Angeles Unified

• 32% Latino & African American

• 27% of students receive free or reduced price lunch

• Academic Performance Index = 773

Locke High SchoolLos Angeles Unified




Source: CA Department of Education, 2003-04 data


In accordance with district and state practice, both schools report the same average teacher salary.


The average teacher at Locke High School actually gets paid an estimated $8,034 less every year than his counterpart at

Granada Hills High School.

If Locke spent as much as Granada Hills on teacher salaries for its 119 teachers, the school budget would increase by nearly a million dollars ($956,056) every year.


A Tale of Two Schools

Washington High SchoolSan Francisco Unified




Mission High SchoolSan Francisco Unified




Source: CA Department of Education, 2003-04 data


The average teacher at Mission High School actually gets paid an

estimated $9,901 less every year than his counterpart at Washington

High School.

If Mission spent as much as Washington on teacher salaries for its 57 teachers, the school budget would increase by $564,357 every

year.


Again, both report the same average teacher salary.


Average School Gaps in 10 Largest CA Districts by School Type

DISTRICT

Poverty Minority

Elementary Middle

High School

Elementary Middle

High School

Elk Grove Unified 36,561-

157,937 325,113 102,762-

319,075 252,503

Fresno Unified 125,881 104,980 85,534 108,113 126,829 125,639

Long Beach Unified 362,683 251,012 574,387 381,587 218,585 289,968

Los Angeles Unified 83,363 175,960 -23,763 112,743 200,178 161,686

Sacramento City Unified 140,144 -39,078 227,073 142,012 89,692 522,459

San Bernardino City Unified 228,668 239,357 463,426 231,464 345,367 382,690

San Diego Unified 139,972 216,460 267,900 223,072 268,907 254,832

San Francisco Unified 43,817 44,905 195,426 86,399 146,006 263,816

San Juan Unified 81,899 202,423 103,330 53,964 150,314 139,570

Santa Ana Unified 120,456 309,381-

215,960 84,678 175,133 64,291


You don’t have to just sit by and watch that happen.

SB 687.RBB.


If we had the courage and creativity to change these

patterns?


“The Rivkin, Hanushek, and Kain estimates of teacher performance suggest that having five years of good teachers in a row* could overcome the average

seventh-grade mathematics achievement gap […].”

* “1.0 standard deviation above average, or at the 85th quality percentile”SOURCE: Eric A. Hanushek and Steven G. Rivkin, “How to Improve the Supply of High-Quality Teachers,” In Brookings Papers on Education Policy: 2004,” Diane Ravitch, ed., Brrookings Institution Press, 2004.Estimates based on research using data from Texas described in “Teachers, Schools, and AcademicAchievement,” Working Paper Number 6691, National Bureau of Economic Research, revised July 2002.


Bottom Line: If we’re serious about all kids college and work ready we have got to move the

teacher quality and gap conversation to the top of civic

and political agendas.


Why is it so hard?Despite our greater

understanding of how important teachers are, it has been very hard to get

traction on an improvement agenda.


Problem 1: Too polite to criticize, demand.

Not much to say here, except…


SPEAK UP!!!

Just as we’ve needed pressure from higher ed and business to help us

ratchet up standards for high school students, does higher ed needs

pressure from K-12 and business to ratchet up quality of teacher

preparation? If so, what would be productive for you?


Problem 2: Paralyzed by supply fears . . . And so we

never get to equity. Confront the Myths and Fears

Head – On.


What do we really know about supply and turnover?

That most of the myths are…just that.


Myth #1

“Turnover in the teaching profession is just terrible!

More than 50% are gone in 3 years.”


Overall, the three-year teacher retention rate for recently graduated teachers is one of the best new-professional retention rates in the country.

• Nationally, 76% of recently graduated K-12 teachers who worked full time in 1994 remained teachers in 1997.

• Full-time and part-time new teachers remained on the job at higher rates than full-time or part-time engineers, scientists, lab and research assistants or employees in the legal profession.

Source: Presley, Jennifer. (2003). Occupational Stability of New College Graduates. Edwardsville, IN: Illinois Education Research Council, Southern Illinois University Edwardsville. 1 & 3.

© 2006 T

he Education T

rust, Inc.


Full-time Retention Rate Over a Three Year Period by Occupation

47

51

65

68

76

76

0 10 20 30 40 50 60 70 80 90 100

Legal Professionals and LegalSupport Occupations

Computer and TechnicalOccupations

Engineers, Scientists, Lab andResearch Assistants

Law Enforcement, Military

K-12 Teachers

Health Occupations

Pro

fess

ion

Percentage

© 2006 T

he Education T

rust, Inc.

Source: Presley, Jennifer. (2003). Occupational Stability of New College Graduates. Edwardsville, IN: Illinois Education Research Council, Southern Illinois University Edwardsville. 2.


Annual turnover in teaching profession? 7%

Annual turnover elsewhere in the workforce? 7%


Myth #2

“Teachers are terribly dissatisfied with their work—much more so in recent years, especially because

of the pressure from NCLB.”


Fact - Teacher satisfaction has remained fairly constant over the past 15 years.

• The percentage of teachers who noted they are “very satisfied” or “somewhat satisfied” (as opposed to “somewhat dissatisfied,” “very dissatisfied,” or “not sure”) has hovered around 87% since 1988, peaking at 92% in 2001.

• In 2003, 57% of teachers reported that they were “very satisfied” with their job, up from 52% in 2001 and 54% in 1995.

[1] 1988—87%, 1989—86%, 1995—87%, 2001—92%, 2003—87%

© 2006 T

he Education T

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Source: Metropolitan Life Insurance Company, The MetLife Survey of the American Teacher. (2003). An Examination of School Leadership: A Survey of Teachers, Principals, Parents and Teachers. New York: Harris Interactive, Inc. Exhibit 4.2—Teachers’ Job Satisfaction (1984-2003). 66.


Myth #3

“We’re facing shortages of up to 2.2 million new teachers

over the next decade.”


Each year, approximately:

• 220,000+ teachers retire or otherwise leave profession;

• Nation’s colleges produce approximately 200,000 new teachers;

• 200,000+ vacancies filled, approximately 40% from returning teachers, and the remainder from new or recent grads.


BUT…

• Although there may be enough teachers in the aggregate, there may not be enough teachers qualified to teach each of the subject areas.

• Likewise, there may not be enough teachers available who want to teach in certain geographic locations.

• And, we know there are not enough high-quality teachers going to high-poverty, high-minority schools.

Source: Ingersoll, Richard M. (2003). Is There Really a Teacher Shortage? Seattle, WA: Center for the Study of Teaching and Policy, University of Washington. 8. and Murphey, Patrick J. and Michael M. DeArmond. (2003). From the Headlines to the Front Lines: The Teacher Shortage and Its Implications for Recruitment Policy. Seattle, WA: Center for Reinventing Public Education, University of Washington. 21-22.

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Myth #4

“Nobody wants to teach in urban school districts.”


Fact - The good news is that strong recruitment techniques can attract highly-qualified teachers to high-needs schools.

• The New Teacher Project reported that aggressive recruiting yielded far more qualified applicants per position, including in high-needs subject areas, than the district could hire.

– In one urban school district, the ratio of applicants to positions was 20 to 1, with other districts garnering a ratio of between 5 to 1 and 7 to 1.

Source: Levin, Jessica and Meredith Quinn. (2003). Missed Opportunities: How We Keep High-Quality Teachers Out of Urban Classrooms. New York: The New Teacher Project. 5.

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• Chicago Public Schools– CPS received 13,700 applications for

about 1,500 teacher vacancies from candidates applying for the 2006-2007 school year.

– The district estimates that by the end of the hiring season, they will receive 18,500 applications.


• Teach For America - which only places teachers in high-needs schools - reports record high numbers of applicants for teaching positions. – In the 2005-06 recruiting season, Teach For

America received a record 19,000 applications for about 2,400 positions.

Source: Teach for America Press Release. (June 1, 2006) “In Strong Job Market, Record Number Of Graduating SeniorsApply To Teach For America.” http://www.teachforamerica.org/documents/060106_2006.Application.Numbers.pdf

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We need to look very closely at our data, avoid repeating

myths and aggressively counter those who are

spreading misinformation.


Problem #3:We haven’t learned enough from high

impact teachers.


What do we know?

Way too little. But several actionable conclusions.


Today, drawing primarily from five new studies:

• Comparing the Effects of Different Routes to Teaching in NYC (The Teacher Pathway Project--Boyd, Grossman, Lankford, Loeb, Wyckoff)

• Identifying Effective Teachers Using Performance on the Job (The Hamilton Project--Gordon, Kane, Staiger) LAUSD

• Everyone’s Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness?—Dan Goldhaber, Univ of Washington and the Urban Institute.

• Illinois Education Research Council.• Louisiana Blue Ribbon Commission.


#1. No matter how good teachers will eventually

become, they are NOT as good in their first year or two

of practice.Teacher effectiveness grows for at least 3-5 years. Growth

biggest from year 1 to 2.


“…student performance increases as a result of increased experience over the first three or four years of experience, with little or no difference thereafter.”

Boyd, D., Grossman, P., Lankford, H., Loeb, P.,Wyckoff, J. (2005). How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement. www.teacherpolicyresearch.org


Source: Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution.

Some Payoff for Experience


Goldhaber: Gains in first few years. But “I find little

evidence of productivity gains associated with

experience beyond 5 years.


#2. ROUTE OF ENTRY…

…doesn’t matter very much.


LAUSD: 3 Pathways to Teaching

• Traditional;• Alternate;• Uncertified



Similar Effectiveness, Regardless of Certification


“…in many cases, a teacher’s pathwaymakes little difference in the achievementof students…”“… the measured differences* are not largein magnitude…”

Boyd, D., Grossman, P., Lankford, H., Loeb, P.,Wyckoff, J. (2005). How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement. www.teacherpolicyresearch.org


Some nuances…

• Traditional a little better with younger children, especially in reading;

• Alternates a little better with older children, especially in math;

• Most differences in lower grades wash out by year 3.


#3. Differences WITHIN each category, though, are huge.


Effectiveness More Important

than Certification “The difference between the 75th

percentileteacher and the 50th percentile

teacher for all three groups of teachers was roughly five times as large as the difference between the average certified teacher and the average uncertified teacher.”Three groups = traditionally certified, alternatively certified, and uncertified

Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution.


Huge Differences in Teachers’ Effectiveness

An average student assigned to a bottomquartile teacher lost 5 percentile points

whilea demographically similar student with a

topquartile teacher gained 5 percentile

points.

Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution.



10 Point Average Difference Between Top and Bottom

Teachers


#4. There is some disagreement about whether

those differences can be predicted from measurable

teacher characteristics.


Research pretty consistent about…

• Teacher test performance, especially verbal;

• Teacher content mastery, especially in higher grades;

Selectivity of undergraduate college also sometimes predictive. Race can be relevant, too.


In NYC, Alternate Route Teachers much higher on all

these measures.Traditional

Teaching Fellow

Teach for America

Failed Gen. Knowledge Exam

16% 1.8% 0%

Score on LAST Test

246 267 275

From Highly Selective College

11% 44% 70%

% Black and Latino

20% 31% 23%


But at least in NYC and LAUSD, the relationships between these things and

achievement not clear.


Goldhaber: Clear positive effect of higher performance

on licensure exams, especially in mathematics.

But some false negs and false positives.


Bottom Line: Improving the Value Added of Teacher

Force Has to be at Heart of Our Strategy.


“Massive Impact”

“If the effects were to accumulate, having atop-quartile teacher rather than a bottomquartile teacher four years in a row would be:• enough to close the black-white test scoregap…; and,• Have twice the impact of reducing

class size from 22 to 16.”



Lastly, and what everyone will always want to talk about. . .

#6. Would more money help?


Nation: Inequities in State and Local Revenue Per Student

Gap

High Poverty vs. Low Poverty Districts

-$907 per student

High Minority vs. Low Minority Districts

-$614 per student

Source: The Funding Gap, 2005. The Education Trust. Data are for 2003


But how much more money will help depends on how wisely

we spend it.


Some districts get more for less.


Some districts that out-perform spend less

NAEP 2005 Grade 8 Math -Overall Scale Scores

220

230

240

250

260

270

280

290

Aus

tin

Cha

rlot

te

Bos

ton

San

Die

go

Hou

ston

New

Yor

k C

ity

Chi

cago

Los

Ang

eles

Cle

vela

nd

Atla

nta

Dis

tric

t of C

olum

bia

Ave

rag

e S

cale

Sco

re

Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/nde and Standard and Poor’s www.schoolmatters.com

$7,284

$7,132

$12,562

$8,311

$6,923

$11.920

$7,799

$8,283

$10,199

$11,312

$11,847


In the end, it is about choices adults make.

At the Main, Achievement and Opportunity Gaps Come from Choices That Educators and Policymakers Make. Choices About:

- How Much to Spend on Whom. - What to Expect of Different Schools

and Students. - Choices Even About Who Teachers Whom. - Choices About How to Organize Classroom and Schools.


The Education Trust-West510-465-6444

www.edtrustwest.org

The Education Trust202-293-1217

www.edtrust.org

2005 by the education trust-west use of instructional time? bottom line? teachers are left with...

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