The Need for Certified Teachers in New York State

The New York State Education DepartmentOffice of Higher Education

May 2006051906

2

Federal law requires virtually 100% of public school classes in core academic subjects to be taught by certified and “highly

qualified” teachers by the end of 2005-2006.

New York State:Percent of 2004-2005 Classes in Core Academic Subjects

Taught by "Highly Qualified" Teachers (as reported to the U.S. Department of Education in March 2006)

93% 92%

82%

98%93%

80%

97%

All schools All elementaryschools

High povertyelementary

schools

Low povertyelementary

schools

All secondaryschools

High povertysecondary

schools

Low povertysecondary

schools17

New York State approached the goal in 2004-2005 but not in high-poverty schools.

3

The Regents Statewide Plan for Higher Education: 2004-2012 asks colleges and universities to help address the State’s need for teachers.

Difficulty of Recruiting Certified Teachers

Subject Area Somewhat Difficult or Very Difficult

Foreign Languages 96.0%

Science 89.7%

Mathematics 89.3%

Vocational 81.3%

English as a Second Language 73.1%

Computer Science 63.7%

Music or Art 52.9%

Special Education 45.3%Source: Dana Balter and William Duncombe, Staffing Classrooms: How New York’s School Districts Find Their Teachers, Syracuse University, 2004.

4

Meeting the Need for Teachers: Shared Responsibility

State & federal

government

Local schools

&districts

Colleges &

universities

GOAL

Private sector

5

Three Indicators of the Need for Teachers WORKFORCE

1. Percent of classes in core academic subjects not taught by highly qualified teachers (NCLB required indicator)

2. Percent of full-time equivalent (FTE) assignments in public schools held by individuals without appropriate certification for the assignments (standard federal indicator for identifying teacher shortage areas)

SUPPLY & DEMAND

3. Number of certificates issued to new teachers per vacancy for a new teacher (new)

DATA SOURCES: NYSED Personnel Master File & Teacher Certification Records

6

Workforce: New York State

New York State Public Schools: Percent of FTE Assignments Held by Individuals

without Appropriate Certification

13% 13%

8% 8%

2000-2001 2001-2002 2003-2004 2004-2005

31,000 33,000 21,200 21,700

7a1X

7

Workforce: New York City

New York City:Percent of FTE Assignments Held by Individuals without Appropriate Certification

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

Art, Music, Theatre, Dance

Career & Technical Educ.

Elem. & Early Childhood

English

ESOL & Bilingual

Languages OTE

Library, Sch.Media Spec.

Mathematics

Physical Education

Reading & Literacy

Sciences

Social Studies

Special Education

2000-2001

2004-2005

7b1nycX

8

Workforce: New York City

Percentages ofFTE Assignments

Held by IndividualsWithout Appropriate

CertificationSubject Areas

ArtsOver 30% Career and Technical Education

ESOL and Bilingual EducationLibrary/School Media Specialist

Reading and LiteracyEnglish

21 – 30% Languages Other Than English

Sciences Math

11 – 20% Social StudiesSpecial Education

6 – 10% Elementary & Early Childhood

NEW YORK CITYShortage Subjects in 2004-2005

9

Workforce: New York City2005-2006 Preliminary Data

Are HQ Are Not HQMath 91.2% 8.8%Sciences 84.1% 15.9%English 88.2% 11.8%Social Studies 90.7% 9.3%Foreign Languages 84.7% 15.3%Arts 68.3% 31.7%Common Branch 96.3% 3.7%Overall Core 89.4% 10.6%Overall Core without Arts 91.3% 8.7%SOURCE: New York City Department of Education, April 2006.

% of core classes taught by teachers who:

Subjects

Preliminary Data for 2005-2006:New York City

10

Workforce: Big Four Cities

Big Four Cities:Percent of 2004-2005 FTE Assignments Held by Individuals

without Appropriate Certification

0% 10% 20% 30% 40% 50% 60%

Art, Music, Theatre, Dance

Career & Technical Educ.

Elem. & Early Childhood

English

ESOL & Bilingual

Languages OTE

Library, Sch.Media Spec.

Mathematics

Physical Education

Reading & Literacy

Sciences

Social Studies

Special Education

Buffalo Rochester Syracuse Yonkers7b1big4X

11

Workforce: Big Four Cities

Percentages ofFTE Assignments

Held by IndividualsWithout Appropriate

CertificationSubject Areas

21-30% Languages Other Than English11 – 20% Career and Technical Education

ESOL and Bilingual EducationLibrary/School Media SpecialistReading and LiteracySciences

6 – 10% Arts EnglishMath

1 - 5% Elementary and Early Childhood Physical EducationSocial StudiesSpecial Education

BIG 4 CITIESShortage Subjects in 2004-2005

12

Workforce: Rest of State Excluding Big Four Cities

Rest of State Excluding Big Four Cities Percent of FTE Assignments Held by Individuals without Appropriate Certification

0% 5% 10% 15% 20%

Art, Music, Theatre, Dance

Career & Technical Educ.

Elem. & Early Childhood

English

ESOL & Bilingual

Languages OTE

Library, Sch.Media Spec.

Mathematics

Physical Education

Reading & Literacy

Sciences

Social Studies

Special Education

2000-2001

2004-2005

7b1XrosX

13

Workforce: Rest of State Excluding Big Four Cities

Percentages ofFTE Assignments

Held by IndividualsWithout Appropriate

CertificationSubject Areas

11 – 20% Career and Technical Education

ESOL and Bilingual Education

6 – 10% Languages Other Than English

Arts

Elementary and Early Childhood

English

1 - 5% Library/School Media Specialist

Math

Reading and Literacy

Sciences

Social Studies

Special Education

REST OF STATE EXCLUDING BIG 4Shortage Subjects in 2004-2005

14

Regions with Big Five Cities (shaded) had over 85% of all FTE assignments held by individuals without appropriate certification.

Workforce: Regions

Subject Bl

ack R

iver-S

t Law

rence

Centr

al

Gen

esee

-Fing

er La

kes

Lake

Cham

plain-

Lake

Ge

orge

Mid-

Huds

on

Nass

au-Su

ffolk

New

York

City

South

ern Ti

er - C

entra

l

South

ern Ti

er - E

ast

South

ern Ti

er - W

est

Uppe

r Hud

son

Uppe

r Moh

awk V

alley

Wes

tern

New

York

State

Art, Music, Theatre, Dance 25 35 65 50 880 15 10 20 30 1,130 Career & Technical Education 40 65 135 30 155 165 1,210 20 45 45 55 30 90 2,075 Elementary & Early Childhood 65 95 115 80 1,680 20 40 15 45 2,170 English 25 50 90 75 1,730 20 15 40 15 30 2,095 ESOL & Bilingual 25 55 40 60 1,220 30 1,445 Languages Other Than English 20 55 45 20 130 100 365 40 20 40 20 60 910 Library / School Media Specialist 25 20 35 15 375 15 525 Mathematics 25 55 95 45 1,125 25 35 15 30 1,470 Physical Education 15 30 20 620 10 725 Reading & Literacy 30 45 55 30 535 30 20 35 25 25 820 Sciences 15 35 45 20 140 80 1,215 40 15 40 15 50 1,705 Social Studies 10 25 55 30 550 15 15 25 740 Special Education 10 45 75 10 95 55 1,745 45 20 40 20 25 2,180

Regions and Subjects with 10 or More FTE Assignments Held by Individuals

Without Appropriate Certification in 2004-2005 (rounded up to nearest 5)

15

Potential Supply: Teacher Education Program Completers

Teacher Education Program Completers

2000-2001 2001-2002 2002-2003 2003-2004 2004-2005

18,60019,200

21,500

24,100

20,800

Colleges and universities have been preparing more teachers,but not necessarily enough in the regions and subjects where teachers are needed, as shown in the next slides.

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Supply & Demand: New York City

Certificates College Recommended from All Pathways Certificates Only

Career & Technical Education Arts0 – 1.0 Math Career & Technical Education

Reading & Literacy * EnglishESOL & Bilingual *Languages Other Than EnglishLibrary/School Media SpecialistMathReading & Literacy *SciencesSocial Studies

1.1 – 1.5 English Elementary & Early ChildhoodSHORTAGE Sciences Special Education *

Social StudiesArts

1.6 – 3.0 Elementary & Early ChildhoodPOSSIBLE ESOL & Bilingual *BALANCE Languages Other Than English

Library/School Media SpecialistSpecial Education *

* NOTES: Certificates are in NYC based on mailing addresses on certification records. Recipients of Reading and Literacy certificates and bilingual extensions must already possess a base certificate in another subject; our definition of "supply" may result in an undercount of new supply in these subjects. Some certification titles that took effect in February 2004, including titles in Special Education, have narrower scopes of practice than titles in effect before then, which may create or exacerbate shortages. Non-public schools serving students with disabilities have vacancies for special education teachers that are not included in this analysis. Shortages, balances and surpluses assume that all new teachers will fill any vacancy in their field, which is optimistic.

NEW YORK CITYShortage Subjects Based on Four-Year Average

Subject AreasNumber of Certificates

Issued to New Teachers per Vacancy for a New

Teacher

SEVERE SHORTAGE

17

Supply & Demand: Rest of State

Certificates College Recommended from All Pathways Certificates Only

0 – 1.0 Career and Technical Education SEVERE Languages Other Than English

SHORTAGE Reading and Literacy *Arts

1.1 – 1.5 Library/School Media SpecialistSHORTAGE Math

SciencesArts English

1.6 – 3.0 Career and Technical Education ESOL & Bilingual Education *POSSIBLE English Social StudiesBALANCE ESOL and Bilingual Education * Special Education *

Languages Other Than EnglishLibrary / School Media SpecialistMathSciences

3.1 or more Elementary and Early Childhood POSSIBLE Social StudiesSURPLUS Special Education *

Number of Certificates Issued to New

Teachers per Vacancy for a New Teacher

Subject Areas

REST OF STATEShortage Subjects Based on Four-Year Average

Elementary and Early Childhood

NOTES: Certificates are in NYC based on mailing addresses on certification records. Recipients of Reading and Literacy certificates and bilingual extensions must already possess a base certificate in another subject; our definition of "supply" may result in an undercount of new supply in these subjects. Some certification titles that took effect in February 2004, including titles in Special Education, have narrower scopes of practice than titles in effect before then, which may create or exacerbate shortages. Non-public schools serving students with disabilities have vacancies for special education teachers that are not included in this analysis. Shortages, balances and surpluses assume that all new teachers will fill any vacancy in their field, which is optimistic.

Reading and Literacy *

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Average Annual Demand: Regions

Vacancies for newly certified teachers are defined as FTE assignments held by teachers in their first year of experience with their current district and any district.

Subject Black

Rive

r-St

Lawr

ence

Centr

al

Gene

see-F

inger

Lake

s

Lake

Cham

plain-

Lake

Georg

e

Mid-H

udso

n

Nass

au-Su

ffolk

New Y

ork Ci

ty

South

ern Ti

er -

Centr

al

South

ern Ti

er -

East

South

ern Ti

er -

West

Uppe

r Hud

son

Uppe

r Moh

awk

Valle

y

Weste

rn

New Y

ork St

ate

Art, Music, Theatre, Dance 10 25 45 10 70 110 175 10 20 15 30 10 40 565 Career & Technical Education 15 25 45 15 45 70 110 10 15 15 30 10 40 420 Elementary & Early Childhood 35 100 175 25 205 350 1,820 30 75 35 115 35 130 3,110 English 15 30 60 10 80 125 555 10 35 15 35 15 45 1,010 ESOL & Bilingual 5 5 10 - 15 30 210 - 5 - 5 5 10 275 Languages Other Than English 5 25 25 5 40 65 110 5 15 5 20 10 25 345 Library / School Media Specialist 5 5 10 5 15 25 25 5 5 5 10 5 10 105 Mathematics 15 35 65 10 80 125 540 10 25 15 40 15 50 1,005 Physical Education 5 20 40 5 40 65 120 5 15 10 20 5 25 365 Reading & Literacy 5 10 15 5 15 20 60 5 10 5 20 5 10 165 Sciences 10 35 55 10 70 145 395 10 30 15 40 15 50 855 Social Studies 10 30 45 10 70 110 335 10 25 20 35 10 30 725 Special Education 25 55 125 25 130 175 670 20 55 35 60 20 90 1,470

Annual Vacancies for Newly Certified Teachersby Region and Subject

(Four-Year Average, Rounded Up to the Nearest Five)

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Supply & Demand by Region:All Pathways to Certification

Subject Black

Rive

r-St

Lawr

ence

Centr

al

Gene

see-F

inger

Lake

s

Lake

Cham

plain-

Lake

Ge

orge

Mid-H

udso

n

Nass

au-Su

ffolk

New

York

City

South

ern Ti

er -

Centr

al

South

ern Ti

er - E

ast

South

ern Ti

er - W

est

Uppe

r Hud

son

Uppe

r Moh

awk V

alley

Weste

rn

New

York

State

Art, Music, Theatre, Dance 1.2 Career & Technical Education 1.4 1.5 0.9 1.3 Elementary & Early Childhood English 1.1 1.3 1.3 ESOL & Bilingual 0.5 1.2 1.4 Languages Other Than English 1.3 1.1 1.0 0.7 Library / School Media Specialist 0.9 1.4 1.2 0.8 0.5 1.4 Mathematics 1.4 1.4 0.9 0.9 1.2 1.1 1.4 1.2 1.2 Physical Education 1.0 Reading & Literacy 0.8 0.4 0.5 0.4 1.0 1.2 0.9 1.2 0.3 0.5 0.7 0.4 0.8 Sciences 1.1 Social Studies 1.4 Special Education 1.5 1.3

NOTE: Certificates assigned to regions based on mailing addresses on certification records.

(Four-Year Average)

ALL PATHWAYS: Regions and Subjects With 1.5 or Fewer CertificatesIssued to Previously Uncertified Individuals per FTE First Year Hire

20

Supply & Demand by Region: College Recommended Pathway to Certification

Subject Black

Rive

r-St

Lawr

ence

Centr

al

Gene

see-F

inger

Lake

s

Lake

Cham

plain-

Lake

Georg

e

Mid-H

udso

n

Nass

au-Su

ffolk

New Y

ork Ci

ty

South

ern Ti

er -

Centr

al

South

ern Ti

er - E

ast

South

ern Ti

er -

West

Uppe

r Hud

son

Uppe

r Moh

awk

Valle

y

Weste

rn

New Y

ork St

ate

Art, Music, Theatre, Dance 1.5 1.3 1.2 0.6 0.6 1.4 1.1 1.5 1.2 Career & Technical Education 0.8 1.3 0.9 0.3 0.3 0.4 0.1 0.3 0.6 0.3 0.7 1.0 1.0 0.5 Elementary & Early Childhood 1.1 English 1.5 1.3 1.4 0.6 0.7 0.9 1.0 1.2 1.0 ESOL & Bilingual - 0.4 1.5 0.9 0.5 1.1 0.3 1.1 Languages Other Than English 1.0 0.6 0.8 0.7 1.0 0.9 0.6 0.4 0.7 0.5 0.7 0.4 1.1 0.8 Library / School Media Specialist 0.4 1.0 0.7 0.5 1.2 0.6 - 0.9 0.8 1.5 1.3 1.5 1.1 Mathematics 1.3 1.0 1.1 0.9 1.3 1.1 0.4 0.5 0.8 0.8 0.9 0.9 1.4 0.7 Physical Education 1.3 1.5 0.5 Reading & Literacy 0.5 0.2 0.3 0.3 0.7 0.8 0.6 1.1 0.2 0.3 0.6 0.3 1.2 0.6 Sciences 1.3 1.5 1.3 1.3 0.9 0.3 0.5 0.9 1.0 1.2 1.4 0.8 Social Studies 0.7 1.1 0.9 1.4 Special Education 1.0 1.4 1.3 0.9 0.9

NOTE: Certificates assigned to regions based on mailing addresses on certification records.

(Four-Year Average)

COLLEGE RECOMMENDED PATHWAY: Regions and Subjects With 1.5 or Fewer CertificatesIssued to Previously Uncertified Individuals per FTE First Year Hire

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Supply & Demand Alignment: Special Education

Starting in 2004, special education certificates were issued for four levels: Birth-Grade 2, Grades 1-6, Grades 5-9 and Grades 7-12. Supply does not match demand for grades 7-12.

New York State: Shortages of Special Education Teachers

for Grades 7 through 12

53%

92% 90%

10%8%

47%

P-12 students with disabilities, 2003 Special education certificates issued,2004-5

Special education teacherpreparation pipeline, 2004

Birth - Grade 6 Grades 7 - 1213

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Supply & Demand Alignment: General Education

Supply does not match demand in general education. The ROS had 5.7 Elementary and Early Childhood certificates per vacancy from all pathways and 4.5 from the College Recommended pathway.

New York State: Alignment of Supply and Demand in General Education

(Four-Year Averages)

36%52%

60%

64%48%

40%

DEMAND: Vacancies for New Teachers SUPPLY: Certificates Issued to NewTeachers - ALL PATHWAYS

SUPPLY: Certificates to New Teachers -COLLEGE RECOMMENDED ONLY

Other General Education Subjects

Elementary and Early Childhood16

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Some next stepsLEGISLATION & RESOURCES• Financial incentives for retired and

new teachers

REGULATORY REVIEW• Certification requirements

DATA AND TECHNICAL ASSISTANCE • Promote collaborative, regional

workforce planning, recruitment and retention initiatives

• Focus on high poverty schools

INNOVATION• Industry partnerships • Public broadcasting• Online certification