Showing Disparity.


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Source: National Center for Education Statistics,
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Slide 1

Teaching Inequality How Poor and Minority Students are Shortchanged on Teacher Quality and What We Can Do To Change It NCTAF Meeting St. Paul, MN July 2006 July 2006

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A Fundamental, But Painful Truth Poor and minority kids underachieve in school since they regularly enter behind, as well as on the grounds that the states and schools that should serve them really scam them in the one asset they most need to achieve their potential – astounding instructors .

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Percent of Novice Teachers High-Poverty Low-Poverty Schools High-Minority Low-Minority Schools Poor and Minority Students Are Taught by More Novice* Teachers *Teachers with 3 or less years of experience. Note : High-destitution schools are in the top quartile of schools with understudies qualified for nothing or decreased value lunch. Low-neediness schools are in the base quartile. High-minority schools are in the top quartile of minority enlistment. Low-minority schools are in the base quartile. Source: National Center for Education Statistics, " Monitoring Quality: An Indicators Report ," December 2000.

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Percent of optional level classes taught by an out-of-field instructor High-Poverty Low-Poverty Schools High-Minority Low-Minority Schools More Classes in High-Poverty, High-Minority Secondary Schools Are Taught by Out-of-Field Teachers* (< 15 %) ( < 15%) (>50%) (>50%) * Teachers without a school major or minor in the field. Source : Craig D. Jerald, All Talk, No Action: Putting an End to Out-of-Field Teaching , The Education Trust, 2002.

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Percent of center school classes taught by an instructor without no less than a minor in the subject High-Poverty Low-Poverty Schools High-Minority Low-Minority Schools Middle Grades – Classes Taught by Teachers Without no less than a College Minor in the Subject (< 15 %) ( < 15%) (>50%) (>50%) *Data is for center scholastic classes. Source : Craig D. Jerald, All Talk, No Action: Putting an End to Out-of-Field Teaching , The Education Trust, 2002.

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The extremely kids who most need solid instructors – low-salary, minority, and low-performing kids – are alloted, by and large, to educators with less experience, less training, and less aptitude than the individuals who educate other kids.

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Teacher Quality in Wisconsin, Ohio, and Illinois [Please allude to the report for more information and findings]

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Illinois: The Teacher Quality Index Developed by the Illinois Education Research Council School Level Teacher Characteristics % of Teachers with Emergency/Provisional Certification % of Teachers from More/Most Selective Colleges % of Teachers with < 4 Years Experience % of Teachers Failing Basic Skills Test on First Attempt School Average of Teachers\' ACT Composite and English Scores School Teacher Quality Index (TQI) Source : DeAngelis, K., Presley, J. what\'s more, White, B. (2005). The Distribution of Teacher Quality in Illinois . Illinois Education Research Council.

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Illinois: Using the TQI to Rank Schools Calculated TQI score for every school in the state Ranked all the schools in the state from most noteworthy to least TQI Divided that rundown into quartiles sometimes, advance subdivided the most reduced quartile into most reduced 10% and 11-25% Examined schools by percent low-salary and percent minority Source: DeAngelis, K., Presley, J. what\'s more, White, B. (2005). The Distribution of Teacher Quality in Illinois . Illinois Education Research Council.

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<50% 50-89% 90-98% 99-100% School Percent Minority As Minority Enrollment Increases in Illinois, Teacher Quality Decreases Percent of Schools in Lowest TQI Quartile Source: Presley, J., White, B. furthermore, Gong, Y. (2005). Looking at the Distribution and Impact of Teacher Quality in Illinois . Illinois Education Research Council.

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As Poverty Increases in Illinois, Teacher Quality Decreases Percent of Schools in Lowest TQI Quartile 0-9% 10-29% 30-49% 50-89% 90-100% School Percent Poverty Source: Presley, J., White, B. what\'s more, Gong, Y. (2005). Looking at the Distribution and Impact of Teacher Quality in Illinois . Illinois Education Research Council.

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Illinois Education Research Council\'s College Readiness Index Uses understudy ACT scores and self-reported GPA Five levels of status: Most prepared More prepared Somewhat prepared Minimally prepared Not/slightest prepared Source : Presley, J. furthermore, Gong, Y. (2005). The Demographics and Academics of College Readiness in Illinois . Illinois Education Research Council

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Most/More College Ready Somewhat/Minimally College Ready Not/Least College Ready College Readiness Increases as Teacher Quality Increases Percent of Students Source : Presley, J. also, Gong, Y. (2005). The Demographics and Academics of College Readiness in Illinois . Illinois Education Research Council.

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College Math Readiness is Affected More by Teacher Quality than by Courses Taken Percent of Students Most/More Ready Algebra II Trigonometry or other propelled math Calculus Lowest Quartile Lowest 11-25% TQI Lower-Middle TQI Quartile Upper-Middle TQI Quartile Highest TQI Quartile Lowest 10% TQI Source : Presley, J. what\'s more, Gong, Y. (2005). The Demographics and Academics of College Readiness in Illinois . Illinois Education Research Council.

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Beyond Proxies: Data from Value-Added Research Value-Added Measures the measure of extra discovering that an area, school, or instructor adds to their understudies amid a school year Based on the change of understudies from the earliest starting point of the school year to the end

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Students Who Start second Grade at About the Same Level of Math Achievement… Average Percentile Rank Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement , 1997.

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… Finish 5 th Grade Math at Dramatically Different Levels Depending on the Quality of Their Teachers Average Percentile Rank Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement , 1997.

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Students Assigned to Effective Teachers Dramatically Outperformed Students Assigned to Ineffective Teachers Average Percentile Rank TCAP fifth Grade Math Source: William L. Sanders and June C. Streams, Cumulative and Residual Effects of Teachers on Future Students Academic Achievement , University of Tennessee Value-Added Research and Assessment Center, 1996.

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Impact of powerful educators overwhelms verging on each other mediation, including class size diminishment.

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What would you be able to do? Some activities for your thought.

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Action 1: Get information frameworks set up. Build information frameworks that can answer circulation and viability questions Implement an interesting instructor and understudy identifier and connection the two States—store framework improvement Identify models of information frameworks that work

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Action 2: Get esteem included frameworks set up. Utilize the captivation by development model ways to deal with responsibility to connection vital frameworks—particularly interface instructors to their understudies.

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Action 3: Make residency mean something. Bar conceding of residency to low esteem included educators.

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Action 4: Use esteem included as heart of new arrangement of instructor assessment, alongside different measures as of now set up.

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Action 5: Provide generous rewards to top quartile educators who will instruct in most noteworthy destitution/minority schools.

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Action 6: Attack disparities by means of money and planning rules.

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Some of these distinctions happen amongst poor and rich school locale. However, there are enormous contrasts inside school areas, also. Truth be told, in many states these distinctions are bigger than between-locale contrasts.

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California: Study after study demonstrates substantial contrasts in experience and instruction of educators in high versus low-destitution schools. These distinctions, obviously, are reflected in various pay rates.

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A Tale of Two Schools Granada Hills High School Los Angeles Unified 32% Latino & African American 27% of understudies get free or diminished value lunch Academic Performance Index = 773 Locke High School Los Angeles Unified 99% Latino & African American 66% of understudies get free or decreased value lunch Academic Performance Index = 440 Source: CA Department of Education, 2003-04 information

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In understanding with locale and state rehearse, both schools report the same normal instructor compensation.

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The normal instructor at Locke High School really gets paid an expected $8,034 less consistently than his partner at Granada Hills High School. On the off chance that Locke spent as much as Granada Hills on instructor compensations for its 119 educators, the school spending plan would increment by almost a million dollars ($956,056) consistently.

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You don\'t need to simply sit by and watch these imbalances happen. You can change planning and reporting necessities. California did. Oakland did.

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Transparency & Budgeting Districts ought to utilize weighted understudy recipes and require charging of genuine pay rates, not normal. Straightforwardness in spending on educator compensations. Add to class report cards information on real instructor normal pay Add to class report cards information on the % of naiveté educators (under 2 years) Require a yearly give an account of the appropriation of educator ability, and state/area progress (in consistence with NCLB "value procurements")

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Action 7: Study and assess educator arrangement programs by the worth included of their graduates. Ohio does. Louisiana does.

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Action 8: Higher Education Reform Ensure instructor prep programs concentrate on the po

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