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The Equitable Distribution of Teachers: Documenting Improvement

The Equitable Distribution of Teachers: Documenting Improvement. Laura Goe, Ph.D. Associate Research Scientist, ETS Senior Researcher, NCCTQ March 2007. Challenge: Documenting Change.

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The Equitable Distribution of Teachers: Documenting Improvement

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  1. The Equitable Distribution of Teachers: Documenting Improvement Laura Goe, Ph.D. Associate Research Scientist, ETS Senior Researcher, NCCTQ March 2007

  2. Challenge: Documenting Change • Many states are able to document the current distribution of highly qualified, experienced teachers by the percentage of poor and minority students in the school. • The challenge is to document change over time and relate change to specific policies or incentives. • To do this, you need complete data about teachers’ experience and highly qualified status at the course level.

  3. Challenge: Data “Silos” • Many states have a problem with data “silos.” • These are databases that do not “talk to each other.” • To document changes in the distribution of highly qualified, experienced teachers, states need relational databases that allow school, course-level, and individual teacher information to be linked over time. Note: See the appendix for more information on relational databases and making data more useful.

  4. Linked Teacher and Student Data • While linking individual students to teachers is essential for many types of analyses, it is not required for documenting the equitable distribution of teachers. • It is only necessary to show school-level change. • Course-level data are essential for middle and high school where teachers may be teaching out of field (thus not highly qualified) part of the day.

  5. Solutions • Many states (including Tennessee) have the capability to follow teachers’ movements because each teacher has a unique identifier. • But most states do not track teachers longitudinally. • Focus on developing a database that lets states track teachers from school to school as well as exiting and reentering the profession.

  6. Solutions • Besides a teacher database, states need a school database in which they can track the following variables over time: • Percentage of poor students • Percentage of minority students • Aggregated student achievement • Percentage of highly qualified teachers • Percentage of teachers with three or more years’ experience • Binary (dummy or pseudo variables) for incentives and policies

  7. Tracking Teachers • With teacher and school data, the state can track teachers’ movement into and away from schools based on such factors as student race and achievement. • The state also can correlate the movement of teachers with policies (using dummy variables).

  8. Dummy Variables • How will you know if a policy or incentive (local or state level) is having an impact on teacher distribution? • Include a dummy variable with “1” for “yes” and “0” for “no” to document the presence of that policy in a given year. • Then it will be possible to correlate changes in teacher distribution with the introduction of various policies and incentives.

  9. Data Analysis • Most monitoring requirements for documenting the distribution of teachers can be met without complex statistics—descriptive statistics are generally are sufficient. • Many states seem to have difficulty displaying data in ways that allow for easy monitoring of progress.

  10. Data Reduction Is the Key! • Good data analysis and display reducesdata to manageable bits of information. • Bar graphs, maps, pie charts, and line graphs are useful ways to visually reduce data. • A bar graph in which each bar represents a different year allows quick comparisons of change over a period of years. • Include a narrative—explain what the table is showing.

  11. Using (and Learning From) Data

  12. Other Useful Information to Collect • In teacher database, include the following • Name of credential-granting institution of higher education (IHE) • Name of degree-granting IHE • Professional development or additional content-specific coursework • Additional certifications (e.g., bilingual or special education beyond regular teaching credential) • Languages spoken • Teacher “effectiveness” (district value-added ranking)

  13. Laura Goe P: 609-734-1076 F: 609-734-1755 E-mail: lgoe@ets.org Learning Point Associates1100 17th Street N.W., Suite 500Washington, DC 20036-4632General Information: 877-322-8700 www.ncctq.org

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