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Impacts of Teacher Preparation on Student Test Scores in North Carolina: Teacher Portals

This report analyzes the performance of teachers prepared in UNC teacher preparation programs compared to teachers with other types of preparation in North Carolina classrooms. The study examines trends in teacher preparation, concentration of out-of-state teachers, and the effectiveness of different teacher portals.

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Impacts of Teacher Preparation on Student Test Scores in North Carolina: Teacher Portals

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  1. Impacts of Teacher Preparation on Student Test Scores in North Carolina: Teacher Portals June 10, 2010 (revised and updated) Gary T. Henry, UNC at Chapel Hill Charles L. Thompson, East Carolina University Kevin C. Bastian, C. Kevin Fortner, David C. Kershaw, Kelly M. Purtell, & Rebecca A. Zulli, UNC at Chapel Hill Alan R. Mabe & Alisa Chapman, UNC General Administration

  2. A Strategic Priority of the University • UNC Overall Priority: Preparing More and Better Teachers and School Leaders for North Carolina Public Schools • Key Strategies to address the goal: • Recruitment • Preparation • New Teacher and School Leader Support • Research approach to address quality preparation: • Entry Model, Persistence Model, and Impact Model(s) • The latest Teacher Portals analysis from the UNC Impact Research Model will be presented today 2

  3. Study Purpose and Acknowledgements We set out to answer: • How does the performance of teachers prepared in UNC teacher preparation programs compare to the performance of teachers who enter North Carolina classrooms with other types of preparation, for example, out of state, lateral entry, Teach For America, and NC private & independent colleges? • For the report, we analyzed 1,556,982 million test scores, 939,016 students, and 19,940 teachers with less than 5 years of experience from all school districts in North Carolina. We are grateful to the North Carolina Department of Public Instruction, NC Public School Forum, Teach For America, and our partners, the UNC General Administration, for providing data and expert advice that were essential for this report. 3

  4. How are teachers prepared to enter North Carolina classrooms? In 2007-08, 104,424 teachers were employed in North Carolina public schools • This study “benchmarks” performance of UNC undergraduates to 11 other “Portals” through which NC teachers entered classrooms. • Portals are combinations of formal education and formal preparation to teach. 4

  5. What are the trends in the way teachers are prepared to enter NC classrooms? (All NC public school teachers) UNC Undergrad Out of State Undergrad NC private Undergrad Lateral Entry Unclassifiable Out of State Masters UNC Masters VIF UNC Licensure Only TFA NC Private MastersOther Licensure Only 5

  6. What are the trends in the way recently hired teachers are prepared to enter NC classrooms? (less than 5 years of experience) UNC Undergrad Lateral Entry Out of State Undergrad NC private Undergrad Unclassifiable Out of State Masters VIF UNC Masters UNC Licensure Only TFA NC Private MastersOther Licensure Only 6

  7. Where are out of state teachers concentrated? Highest concentrations: Polk County, Kannapolis, Dare County, Charlotte-Mecklenburg, Mooresville City, Union County & Wake County 7

  8. Where are newly hired lateral entry middle school teachers concentrated? * Highest concentrations: Gates County, Scotland County, Pasquotank County, Halifax County, Anson County & Bertie County *Excludes Teach For America & Visiting International Faculty 8

  9. Preview of Findings • UNC Undergraduates • Largest single source of NC teachers (32% of the teacher workforce). • Performance in the middle of the pack (better in 14 comparisons, worse in 9 & no different in 74). • Out of state undergraduates • Second largest source of NC teachers (23% of the teacher workforce) • Perform worse than UNC undergraduate prepared teachers in 5 out of 11 comparisons, including elementary mathematics and reading • Lateral entry teachers (other than Teach For America & Visiting International Faculty) • Third largest source of North Carolina teachers (15% of the teacher workforce) • Even higher concentrations in middle and high schools (in HS they teach 36% of the students taking End Of Course subjects) • Perform worse than UNC UG prepared in 3 of 11 comparisons, notably in high school overall • Teach For America teachers • Smallest source of NC teachers (0.3% of the teacher workforce) • TFA corps members serve in Charlotte & 12 eastern North Carolina school districts • Outperform UNC traditionally prepared in 5 out of 9 comparisons (no different in 4). • Teaching Fellows • Comprise 3% of NC teacher workforce • State carefully selects HS seniors and provides scholarships in exchange for 4 years of teaching • Perform slightly better than UNC UG teachers in 3 out of 11 comparisons & worse in 1 out of 11. • Inexperienced teachers, particularly in their first year, are much less effective 9

  10. UNC Undergraduate performance compared to other “portals” 10

  11. Focus for Today’s Briefing • How effective are teachers that are imported from other states? • Are Teach For America corps members effective in North Carolina classrooms? • Do North Carolina Teaching Fellows make effective teachers? • What are the costs of inexperienced teachers? • Middle school malaise – slowing gains from earlier years. 11

  12. Where do out of state teachers come from? 12

  13. Top 10 Out of State Teacher Sources (undergraduate) 13

  14. How does the performance of out of state teachers compare? • 23 % of North Carolina teachers come from out of state with undergraduate preparation • Out of state teachers perform worse than UNC undergraduates in elementary school mathematics and reading; in high school overall, mathematics and social studies • How much does being taught by an out of state teacher affect elementary mathematics students? • Students taught by out of state teachers lose the equivalent of 6.1 days of schooling 14

  15. Effectiveness of Teach For America Corps Members • What are the effects of TFA corps members? • TFA corps members increase student test scores for middle school mathematics by approximately ½ year of learning. • TFA corps members increase HS pass rates for their students by approximately 3 percentage points. 15

  16. Teaching Fellows and Other Scholarships 3,125 Teaching Fellows in North Carolina Classrooms in 2008 (3% of NC Teacher Workforce) ** Non-TF Scholarships include NC Millennium Teacher Scholarship, Future Teachers of NC Scholarship, and Prospective Teacher Scholarship. 16

  17. Effects of Teaching Fellows and Other Scholarships 17

  18. High School: Comparing Performance of Portals to UNC Undergraduate Prepared Dashed line ( -- ) indicates that the teachers in portal performed neither better not worse than UNC undergraduate prepared teachers. 18

  19. Middle School: Comparing Performance of Other Portals to UNC Undergraduate Prepared Dashed line ( -- ) indicates that the teachers in portal performed neither better not worse than UNC undergraduate prepared teachers. 19

  20. Elementary School: Comparing Performance of Other Portals to UNC Undergraduate Prepared Dashed line ( -- ) indicates that the teachers in portal performed neither better not worse than UNC undergraduate prepared teachers 20

  21. Other Teacher and Classroom Influences on Student Achievement: Preliminary Findings • Inexperienced teachers • first year teachers are less effective in 10 out of 11 comparisons • second year teachers are less effective in 6 out of 11 comparisons • elementary reading teachers are less effective until 5th year as teachers • elementary school math students lose the equivalent of 21 days of schooling • middle school math students lose the equivalent of 47 days of school • Out-of-field teachers • students do worse when taught by out-of-field teachers in HS (overall, math, English, and science) and in middle school math and reading • more teachers prepared to teach math and reading/English could increase student achievement • Masters degrees acquired after beginning teaching (supplementary Masters degree) • better in high school (mathematics and English) • Praxis II scores predict effectiveness in 7 out of 11 comparisons 21

  22. Effects of Other Teacher Characteristics 22

  23. Summary • TFA represents an opportunity for UNC & NC to learn and improve. How to move from a smaller scale “boutique” operation to an industrial model. • Top college graduates across the U.S. apply • Selection of top 10% of applicants that have traits related to successful teaching (persistence; ability to engage students; leadership) • Summer preparation: teaching in summer and planning to teach NC Standard Course of Study • TFA corps members assigned to schools in clusters, form local social support network • Continuing professional development throughout tenure as corps members • Out of State teachers • Little knowledge of or exposure to the NC Standard Course of Study • Less understanding of NC students & schools • Fewer classroom experiences in schools similar to those in which they teach • May over-represent teachers without option to teach in home state • High concentrations of lateral entry in high and middle schools • Serious consequences of inexperienced teachers 23

  24. Guiding Principles for Transforming Research into Action • UNC will take ownership and responsibility for “evidence based” policies and program improvements, including: • Improve existing UNC teacher preparation program • Develop, pilot & evaluate innovations in UNC teacher preparation programs • Increase UNC productivity where other large portals perform worse • Identify specific remedies for gaps (e.g. training to teach the NC Standard Course of Study or providing frequent & rigorous feedback to beginning teachers) in lower performing portals that could be addressed through UNC programs • Coordinate with K-12 education partners to develop, pilot & evaluate innovations • Identify aspects of TFA that are “portable and scalable” to UNC programs: • Selection based on “soft skills” e.g. perseverance, engaging audience and leadership • More focus on preparation to teach specific objectives in assigned course/grade based on NC Standard Course of Study • Intensive observation, collaboration & feedback during pre-service preparation & first year • Institute “evidence based approach” to teacher preparation 24

  25. More Details on Research Findings Additional Information 25

  26. Current Findings: Finer-Grained “Routes” • 12 “Portals” through which North Carolina teachers entered classrooms: combinations of formal education and formal preparation to teach • Type of degree: Bachelors or Masters • Source of degree: UNC, Private Colleges & Universities in North Carolina, and Out-of-State Colleges and Universities • Completion of stand alone certification by UNC or others with prior college degree • Not licensed: Teach For America, Visiting International Faculty & Other Lateral Entry • Unclassifiable • Focus of analysis: students’ gains; teachers with less than 5 year of experience; adjusts for differences in students, classrooms & schools 26

  27. Sources of North Carolina Teachers 27

  28. Sources of Teachers in North Carolina: Teacher Portal Definitions 28

  29. Sources of Teachers in North Carolina: Teacher Portal Definitions (cont.) 29

  30. High School Teacher Counts by Portal (<5 years exp.) 30

  31. Middle Grades Teacher Counts by Portal (<5 years exp.) 31

  32. Elementary Grades Teacher Counts by Portal (<5 years exp.) 32

  33. Findings presented today:Assessment of Impacts of Teacher Preparation • Teachers with fewer than five years of experience in NC classrooms • High School: Overall, Math, English I, Science, and Social Studies • Middle School: Math, Reading, Algebra I, and 8th Grade Science • Elementary School: Math and Reading • Teacher value added models including prior test scores • Models compare gains for teachers prepared in each portal with UNC undergraduate prep programs • Additional models assess marginal effects of: • Teaching Fellows Program and Other Teacher Scholarships • NBC, Supplemental Masters, Praxis II scores • Models account for numerous variables that are beyond the control of the teacher prep programs (list updated from prior models) 33

  34. Control Variables Used in the Impact Model Other factors in the model to isolate the effect of teacher portals 34

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