Robert Marcel Branch, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis

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Recruitment and

Retention Initiatives in Texas Schools

A Proposal DefenseBy

Robert M. Branch



Dr. William A. Kritsonis(Dissertation Chair)

Dr. David Herrington(Member)

Dr. Douglas Hermond

(Member)Dr. Camille Gibson(Member)

Committee Members



Outline

I. The Problem

II. Purpose of the Study

III. Research Questions

IV. Null Hypotheses

V. Significance of the Study

VI. Review of Literature

VII. Research Design



The Problem The shortage of Hispanic educators plays a role in

the educational experiences of Hispanic students.

2006-2007 TEA data indicate that 21% of teachers in Texas are Hispanic, but 46% of thestudents during the same year are Hispanic.

Previous findings indicate that increasing thenumber of Hispanic educators positively affectsthe educational attainment of Hispanic students

(Darder, Torres, & Gutierrez, 1997).



Purpose of the Study

To establish whether the number of Hispanic teachers influence Hispanicstudent achievement and then

identify methods to assist with therecruitment and retention of Hispanicteachers in Texas schools.



Conceptual Framework

Approaches of Administrators & DistrictPersonnel to Recruit &

Retain Hispanic Teachers

Internal Motivations

Of Hispanic Teachers

Hispanic Teacher

Recruitment & Retention

Initiatives in Texas Schools

The Impact of AcademicAchievement for Hispanic

Students



Quantitative ResearchQuestion #1

Is there a corresponding increase inthe percent of Hispanic teachers withthe increase of Hispanic Students in

Texas from school years 2000through 2007?




Is there a relationship between thepercent of Hispanic teachers and thepercent of Hispanic students passing

the TAKS Exit level examination inthe core area of Mathematics?




Is there a relationship between thepercent of Hispanic teachers and thepercent of Hispanic students passing

the TAKS Exit level examination inthe core area of English/LanguageArts?



Qualitative ResearchQuestion #1

What factors influenced Hispanicteachers to go into and remain in theteaching profession in the state of

Texas?




What is the value of increasing thenumber of Hispanic teachers in Texasschool districts?




What are the approaches used by theschool districts to recruit and retainHispanic teachers?




Which of these approaches appear tobe successful in recruiting andretaining Hispanic teachers?



Question to be answered bydescriptive statistics:

Is there a statistically significantdifference between the increase inHispanic student population in

Texas high schools and the percentof Hispanic teachers in Texas highschools?



Null Hypotheses

H01

There is no statistically significant

correlation between the percent of Hispanic teachers in Texas highschools and the percent of

Hispanic students passing theTAKS Exit Level Mathematics

examination.



Null Hypotheses

H02

There is no statistically significant

correlation between the percent of Hispanic teachers in Texas highschools and the percent of

Hispanic students passing theTAKS Exit Level English/Language

Arts examination.



Significance of the Study

This study will provide data to schooldistricts regarding effective recruitmentand retention initiatives of Hispanic

teachers.School districts will be better equipped to

hire and retain highly qualified Hispanicteachers for Hispanic students in theirdistrict in order to raise the achievementlevels of these students.



Review of Literature

This section includes concepts of diversityin the teacher workforce and the impactthat role models, successful interactions,

and understanding play in the decision forminorities to be motivated to go into theteaching profession. It will also illustratefactors that research indicates as the

contributor to why minorities do notremain in the profession.




Author/Year Findings

U. S.Department of

Education,2003

The UnitedStates Hispanic

studentpopulation hasmade the most

significantchanges with a6.4% increasecompared to aWhite studentdecrease of 9.2% and a

small African-Americanstudent

increase of 1.1%.


Ochoa, 2003 Theachievement

trends of Hispanic

students overthe past 20

years indicatethat their

achievement inthe threeprimary

content areasis not

competitivewith the

achievement of White students

in our nation.





National Centerof Education

Statistics, 2003

The 2003reports from

the NCESindicate that16.9% of allteachers areminorities.


Dee, 2004 In the year2000, 8% of all

teachers in theUnited Stateswere African-American, 6%were Hispanic,and 84% were

White.





Zientek, 2007Across

certificationroutes, ethnic

groups andteachers with

varyingeducational

attainment wereequally committed

to teaching.African-Americanteachers were themost committed,

with 90%planning toremain in

teaching for anextended time,

followed by 82%of Whites and

71% of Hispanics.


Wehrman,2002

Wehrmanreported that it is

important incommunities,which havesubstantial

populations of color, to have

teachers of colorin the classroomsas role models. It

was believed thatif the teacher andstudent share a

prominentcharacteristic,deeper bonds

would be formed.





Dee, 2004 It has beenreported that a

teacher of coloras a role modelwill also help toboost minority

students’ confidence andenthusiasm for

learning.


Howard, 2003Howardsuggests

students will

benefit fromhaving well-

trainedteachers whocome from

similarracial/ethnic

and linguisticbackgrounds.

These teacherscan contributeto the students’

sense of belonging and

academic

achievement.





Kirby, Naftel, & Berends, 1999

Diversity in theteaching force

will fosterknowledge andunderstanding

of differentcultures on the

part of allteachers.


Ingersoll,2001; Johnson,

Verg, & Donaldson,

2005

Attempts toalleviate the

shortage of teachers havetaken place onmultiple levels.

Some havefocused on theattrition rates

andrecommendedattention to

mentoring anddeveloping new

teachers.





Winter & Melloy, 2005

Urban high-poverty schools

are hard tostaff according

to recentfindings of Winter &

Melloy. Schoolslabeled as lowachieving had

significanteffects on theperceptions of

potentialapplicants.


Darling-Hammond,

2003

Since the early1990’s thenumber of

teachers whoexit theteaching

profession hassurpassed the

number of teachers who

entered theprofession.Schools are

always fightingan uphill battle

to staff classrooms

with qualified

teachers.



Research DesignResearch Method – Mixed methods

using a complementary design. Thisincludes descriptive and correlationalanalysis of existing data as well as dataobtained from open-ended interviewquestions and surveys.

Quantitative – Data will be obtained

from the Texas Education Agency (TEA)Academic Excellence Indicator System(AEIS) reports.

R h D i



Research Design(continued)

Qualitative – The qualitative data willbe collected with a questionnaire thatwill be given to Hispanic teachers

and School/District Administrators.Data will also be collected byinterviewing the Hispanic teachers

and School/District Administrators.



Pilot Study

Convenience Sampling

30 Hispanic Teachers

Test-RetestReliability

Trustworthiness (Fair-Clear-Free of

Bias)Changes based on inputs

Participants Excluded



Subjects of the Study

Sampling Method

Purposive sampling will be used inorder to discover, understand, andgain insight from the school districtsand Hispanic teachers.



Quantitative

Five school districts in SoutheastTexas will be used in the study.These districts will be selected based

on having met a criteria of employingat least 5% Hispanic teachers andserving at least 50% Hispanic

students.This data will be retrieved from the

TEA database.



Qualitative 100 Hispanic teachers employed in Texas

schools with a teacher population of atleast 5% Hispanic teachers and at least50% Hispanic students as reported by TEAwill be surveyed.

Of these 100 teachers, 30 will beinterviewed.

10 School Principals and 5 HumanResource Directors will be asked open-ended questions and interviewed.



Analysis

Of Data

Quantitative

Qualitative Qualitative

1. TEA Demographic Data2. Hispanic Student Math Exit Level Taks Results (As Reported by the AEIS)

3. Hispanic ELA Exit Level Taks Results (As Reported by the AEIS)

Interviews of Hispanic Teachers,School Administrators& District Personnel

Questionnaires of Hispanic Teachers,School Administrators & District

Personnel

A l i f D t



Analysis of Data(Quantitative)

ResearchQuestions

QuestionAddressed byDescriptiveStatistics

IndependentVariables

DependentVariables Statistics

Is there acorresponding

increase inthe percent of

Hispanicteachers withthe increase of

HispanicStudents in

Texas fromschool years2000 through

2007?

There is nostatistically

significantdifference

between theincrease in

Hispanic studentpopulation inTexas high

schools and thepercent of Hispanic

teachers inTexas highschools.

Two Groups:

1) HispanicTeachersin TexasSchools

2) HispanicStudentsin TexasSchools

Difference of Increase/

Decrease

Correlationusing

Pearson r

A l i f D t




ResearchQuestions

HypothesisIndependent

VariablesDependentVariables Statistics

Is there arelationship

between thepercent of Hispanic

teachers andthe percent of

Hispanicstudents

passing theTAKS Exit levelexamination in

the corearea of

Mathematics?


significantcorrelation


teachers inTexas high

schools and thepercent of Hispanicstudents

passing theTAKS Exit Level

Mathematicsexamination.

Correlationusing

Pearson r

Percentage of Hispanic

Teachersin TexasSchools

Achievementlevels

for Hispanicstudentstaking

the TAKSExit level

Mathematicsexamination

A l i f D t




ResearchQuestions

HypothesisIndependent

VariablesDependentVariables Statistics

Is there arelationship


teachers and thepercent of Hispanic

students passingthe TAKS Exit

levelexamination inthe core area of

English/Language Arts?


significantcorrelation


teachers inTexas high

schools and thepercent of Hispanicstudents

passing theTAKS Exit Level

English/

Language Arts

examination.

Correlationusing

Pearson r

Percentage of Hispanic

Teachersin TexasSchools

Achievementlevels

for Hispanicstudentstaking

the TAKSExit levelEnglish/

Language

Artsexamination

Anal sis of Data



Analysis of Data(Qualitative)

Surveys/Questionnaire& Interviews

Data will bepresented in

tabular to showcategories & frequencies.The weighed

mean will becomputed forrecruitment &

retentionfactors.

Responses forquestions will be

categorizedinto emergentthemes. These

will be presented

in tabular formshowing the

categories withcorresponding

frequencies andpercentages.

Inputs from theadministrators willbe identified,summarized andexplained.



Summary

Recruitment and retention rates forHispanic teachers will be explored as wellas an exploration of relationships between

the percent of Hispanic teachers in Texasschools and the percent of Hispanicstudents who successfully pass the exitlevel TAKS examination. Both qualitative

and quantitative research approaches willbe used to analyze data for the study.

Robert Marcel Branch, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis

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