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?