Using Performance Data for the Equitable Distribution of Teachers

Concurrent Session III.A

Jane G. Coggshall, Facilitator Senior Research and Policy Analyst

September 2012

•  Session Context •  Introductions •  Panel Discussion •  Equitable Distribution:

Your Story •  Closing

2  

Session Overview

3

Evidence of Inequity

Inequitable Access to Highly Qualified Teachers: Low-Poverty Secondary Schools (2009–10)

Source: U.S. Department of Education, 2012

4

Evidence of Inequity

Inequitable Access to Highly Qualified Teachers: High-Poverty Secondary Schools (2009–10)

Source: U.S. Department of Education, 2012

5

Evidence of Inequity (continued)

0  

5  

10  

15  

20  

25  

30  

35  

40  

45  

0%-­‐34%     35%  -­‐  49%   50%  to  74%   75%  or  more    

Less  than  4  years   4-­‐9  years   10-­‐14  years   15  years  or  more  

Source: National Center for Education Statistics, 2012

Inequitable Access to Experienced Teachers (2007–08)

6

Evidence of Inequity (continued)

15% 16%

21% 19%

29%

0%  

5%  

10%  

15%  

20%  

25%  

30%  

35%  

1 Highest Poverty

Quintile

2 3 4 5 Lowest Poverty

Quintile

Middle School Mathematics (N = 2,461 teachers)

Pre

vale

nce

(per

cent

hig

hest

per

form

ing)

Inequitable Access to the Highest Performing Teachers

Source: Glazerman & Max, 2011

7

Evidence of Inequity (continued)

12%

18% 16%

21%

32%

0%

5%

10%

15%

20%

25%

30%

35%

1 Highest Poverty

Quintile

2 3 4 5 Lowest Poverty

Quintile

Middle School Language Arts (N = 2,842 teachers)

Pre

vale

nce

(per

cent

hig

hest

per

form

ing)

Source: Glazerman & Max, 2011

Inequitable Access to the Highest Performing Teachers

8

Possible Reasons for Observed Inequities

• Unbalanced teacher supply (Brownell, Hirsch, & Seo, 2004; DeAngelis, Peddle, & Trott, 2002)

• Disproportionately high teacher mobility (Ingersoll, 2004; Ingersoll, 2011)

• Student behavior challenges (Allensworth, Ponisciak, & Mazzeo, 2009; Horng, 2009; Ingersoll, 2011)

•  Inequitable access to positive teaching and learning conditions (Allensworth, Ponisciak, & Mazzeo, 2009; Ladd, 2009)

• Maldistribution of leadership quality (Boyd, Grossman, Ing, Lankford, & Wyckoff, 2010; Horng, Kalogrides, & Loeb, 2009; Ladd, 2009)

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What Are Your Equity Challenges?

In six minutes: Think! Jot!

Discuss! Post!

10

C S I

Challenge

What is a challenge you face?

Equitable Distribution: Your Story

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Equity Challenges

1.  Reflect on your work with equitable distribution. What are challenges you faced or are facing?

2.  Individually, record one challenge per self-sticking note.

3.  With a partner, take two minutes each to share your challenges.

4.  Post on the CSI chart under “C.”

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What Is the Distribution of Teaching Performance in Your State or District?

• How do you know? • How could you find out? • What are the reasons for the distribution

patterns you see? • What has your state or district done about

distribution of teaching performance? § Have those actions been effective? § How do you know? § How can you find out?

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A TQ Center Tool to Help www.TQSource.org/equity/

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Introducing Our Presenters

• Andrew Wayne, Principal Researcher, American Institutes for Research

• Jeffrey Max, Researcher, Mathematica Policy Research

• Anne Marie Fenton, Assessment Director, Georgia Professional Standards Commission

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Session Format

• Panelist presentations, with your questions

• CSI activity § Challenges §  Solutions §  Investigations

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C S I

Challenge

Solution

What is a challenge you face?

What is a

successful solution you achieved or

strategy you would like to try?

Equitable Distribution: Your Story

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Equitable Distribution: Solutions

1.  Consider today’s panel discussion and resources. What are solutions or strategies to address challenges you have identified? Individually, record each solution or strategy on a self-sticking note.

2.  Share solutions at your table. 3.  Select a reporter to share with the entire

task force. 4.  Post on the CSI chart under “S.”

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C S I

Challenge

Solution

Investigate

What is a challenge

you face?

What is a

successful solution you achieved or

strategy you would like to try?

What would you

like to investigate or understand

better?

Equitable Distribution: Your Story

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Equitable Distribution: Investigation

1.  Determine which questions you would like to investigate or understand relevant to this work with equitable distribution.

2.  Individually, record one question per self-sticking note.

3.  Share questions in the large group.

4.  Post on the CSI chart under “I.”

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References

Allensworth, E., Ponisciak, S., & Mazzeo, C. (2009). The schools teachers leave: Teacher mobility in Chicago Public Schools. Chicago: Consortium on Chicago School Research at the University of Chicago Urban Education Institute. Retrieved from http://ccsr.uchicago.edu/sites/default/files/publications/CCSR_Teacher_Mobility.pdf.

Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2010). The influence of school administrators on teacher retention decisions. American Educational Research Journal, September 14, 2010 (online).

Brownell, M. T., Hirsch, E., & Seo, S. (2004). Meeting the demand for highly qualified special education teachers during severe shortages: What should policymakers consider? The Journal of Special Education, 38(1), 56–61.

DeAngelis, K. J., Peddle, M. T., & Trott, C. E. (2002). Teacher supply in Illinois: Evidence from the Illinois Teacher Study. Edwardsville, IL: Illinois Education Research Council. Retrieved from http://ierc.siue.edu/documents/kdReport1202_Teacher_Supply.pdf.

Glazerman, S., & Max, J. (2011). Do low income students have equal access to the highest performing teachers? Washington, DC: Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/pubs/20114016/pdf/20114016.pdf.

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References (continued)

Horng, E. L. (2009). Teacher tradeoffs: Disentangling teachers’ preferences for working conditions and student demographics. American Educational Research Journal, 46(3), 690–717.

Horng, E., Kalogrides, D., & Loeb, S. (2009). Principal preferences and the unequal distribution of principals across schools. Palo Alto, CA: CALDER. Retrieved from http://www.caldercenter.org/upload/Working-paper-36_FINAL.pdf.

Ingersoll, R. M. (2004). Why do high-poverty schools have difficulty staffing their classrooms with qualified teachers? Washington, DC: Center for American Progress.

Ingersoll, R. M. (2011). Do we produce enough mathematics and science teachers? Phi Delta Kappan, 92, 37–41.

Ladd, H. (2009). Teachers’ perceptions of their working conditions: How predictive of policy-relevant outcomes? CALDER Working Paper 33. Washington, DC: National Center for Analysis of Longitudinal Data in Education Research. Retrieved from http://www.urban.org/uploadedpdf/1001440-Teachers-Perceptions.pdf.

National Center for Education Statistics. (2012). Schools and staffing survey data table. http://nces.ed.gov/pubs2009/2009324/tables/sass0708_2009324_t12n_04.asp.

U.S. Department of Education. (2012). ED Data Express. http://eddataexpress.ed.gov/data-elements.cfm/gid/21/.

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Jane G. Coggshall P: 202-403-6212 E-Mail: jmcconnochie@air.org

1000 Thomas Jefferson Street NW Washington, DC 20007-3835 Phone: 877-322-8700 or 202-223-6690 Website: www.tqsource.org