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Transcript of Using Performance Data for the Equitable … Session...Using Performance Data for the Equitable...
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)
9
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
11
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.”
12
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?
13
A TQ Center Tool to Help www.TQSource.org/equity/
14
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
15
Session Format
• Panelist presentations, with your questions
• CSI activity § Challenges § Solutions § Investigations
16
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
17
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.”
18
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
19
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.”
20
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.
21
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/.
22
Jane G. Coggshall P: 202-403-6212 E-Mail: [email protected]
1000 Thomas Jefferson Street NW Washington, DC 20007-3835 Phone: 877-322-8700 or 202-223-6690 Website: www.tqsource.org