EdTrust-NY Report Cover – “See Our Truth”
This week, The Education Trust–New York released a report highlighting the lack of teacher diversity in the state’s schools. Specifically, the report reveals that one-third of all New York state schools have zero Latino or Black teachers. New York State is not alone. Lack of teacher diversity is a national problem. As the EdTrust report details, teacher diversity can improve achievement for students of color. So what can be done to address the problem?
The EdTrust report’s recommendations include, but are not limited to: creating more robust data collection systems and practices, improving recruitment and hiring strategies, and focusing on teacher retention. All of these are smart recommendations, but the focus on shorter-term solutions ignores one key part of the problem: teacher diversity problems start long before college students consider entering the teaching profession.*
The issue begins with the fact that black and Hispanic students graduate high school at lower rates than their white and Asian peers. In New York State, 89 percent of white students and 86 percent of Asian/Pacific Islander students graduate high school compared to 68 percent of black students and 68 percent of Hispanic students. When fewer black and Hispanic students graduate high school, there are simply fewer students from these backgrounds entering college to pursue the preparation necessary to become a teacher.
Furthermore—as the Urban Institute explains in a recent report that found this funnel problem to be prevalent across the country—teacher diversity issues are also exacerbated in the next step of the pipeline: getting to and through college. In New York State, 44 percent of white students and 51 percent of Asian/Pacific Islander students graduate high school earning a Regents diploma with “advanced designation” – the state’s diploma “recommended for students who plan to attend college after high school.” According to the most recent data, just 10 percent of black students and 14 percent of Hispanic students in New York State graduate with an advanced designation diploma.
In short, until the K-12 education system does a better job of ensuring that black and Hispanic students are college ready, there will continue to be a huge diversity gap between the nation’s public school students and the teachers who educate them – especially in diverse areas like New York State. To be fair, fully addressing teacher diversity will likely require a combination approach with long-term and short-term solutions. But the importance of K-12 schooling cannot be forgotten.
* Report authors recognize that New York must to do a better job of educating students of color so that they’re better prepared for college and career. The Education Trust has a plethora of reports detailing this issue.
Last week, two D.C. State Board of Education members wrote a memo to D.C. Public Schools’ new Chancellor — Antwan Wilson — asking him to focus less on district reform mandates and more on creating a culture of “transparency” and “support” in the district’s schools. The authors write that reforms such as teacher evaluation and school accountability based on student achievement have led to undesirable outcomes in the district, including higher teacher turnover. It is true that teacher turnover generally harms student achievement. However, what is true in general is not true in all places.
New data show that thanks to the teacher evaluation reform efforts in D.C. public schools (DCPS), teachers who exit the district tend to be lower performing:
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We also know from research that, on average, new teachers tend to be lower-performing than veteran teachers. But, that’s not what’s happening in D.C. The new teachers that D.C. has hired perform as well in their first year on the job as those they replaced:
A bill providing tax credits to teachers in California is making its way through the state’s legislature. Last month Andy Rotherham and I wrote that Senate Bill 807, the Teacher Recruitment and Retention Act, is a gimmicky way to pay teachers more and takes a one-size-fits-all approach to solving a targeted teacher shortage problem.
It looks like the authors of SB807 may have noticed our critique. Since its introduction, the legislation has been revised. Instead of exempting all teachers who remain in the profession for more than five years from paying state taxes, the revised legislation is focused on teachers in high-poverty communities. The new language gives teachers in high-poverty schools immediate state tax relief on half of their income in their sixth through tenth years of teaching.
Admittedly, the revised legislation is better than the original because it takes a more targeted approach to teacher shortage issues. But it’s still a bad idea. As Andy and I wrote, if California legislators want to pay teachers more, then they should just pay teachers more. Providing teachers with tax incentives is a confusing way to raise teacher compensation and doesn’t get at the foundational issues of under-resourced schools and misaligned, archaic state and district teacher compensation systems. This bill — in any form — tinkers at the edges of and distracts from larger issues in California.
This week the bill passed the California Senate Governance and Finance Committee with a unanimous vote, and it’s now headed to the Senate Education Committee. But California lawmakers would be better off if they stop trying to revive this bill and, instead, focus on the larger school finance problems in the state.
President Trump’s newly released budget would slash $9 billion — or 13.5 percent of funding — from the Department of Education. That’s a dramatic change. It’s important to remember, however, that Congress controls the country’s purse strings, so a President’s budget proposal serves more as a statement of priorities than a concrete action plan.
For those of us who work on teacher quality issues, that’s a relief. For one, Trump’s proposed Education Department cuts include the complete elimination of the roughly $2.3 billion Title II program. States and districts use Title II’s Supporting Effective Instruction State Grants for teacher quality activities, like recruiting teachers and supporting effective instruction.
Unsurprisingly, the mention of defunding Title II has teachers unions and advocacy organizations up in arms. Many state departments of education, districts, and schools have relied on this funding to support teacher-related activities for years.
But the effectiveness of the Title II dollars spent is questionable. Although states and districts are given a wide array of choices on how to spend Title II dollars, they tend to stick to the same activities. A closer look at the data on Title II use reveals that for more than a decade, districts have been using at least three quarters of Title II funding on just two activities: class-size reduction and professional development.
Data via U.S. Department of Education; Chart via author.
This funding allocation is problematic because there is no data to suggest that class-size reduction or professional development widely or consistently impact student achievement. Research shows that the effects of class-size reduction are restricted to only certain grades, with particular influence on students in early elementary grades. And while some districts and schools have been able to crack the code to ensure that teacher professional development positively impacts student learning, it is not happening at scale. Continue reading
The headline “Florida teacher evaluations: Most everyone good or very good” in last week’s Orlando Sentinel felt like déjà vu. Similar headlines have graced the pages of local newspapers across the country, leading readers to assume that recent reforms of teacher evaluation systems weren’t worth the effort because teachers continue to receive high ratings. But that first impression is incomplete.
My colleague Sara Mead and I grappled with this idea in a recent report. At first blush, it’s true that reformed teacher evaluation systems haven’t substantially changed the distribution of teacher evaluation ratings. And there are logical explanations for those results.
But focusing purely on the final evaluation ratings misses important progress underneath the overall results. For example, my colleague Chad Aldeman highlighted a few specific places where teacher evaluation reforms served broader school improvement efforts. The progress does not stop there. The following studies point to other positive outcomes from teacher evaluation reform:
- Greater job satisfaction among effective teachers. A new study of Tennessee’s teacher evaluation system released earlier this month found that when teachers receive higher ratings under the state’s reformed teacher evaluation system, the perceptions of their work improve relative to teachers who received lower ratings.
- Higher turnover of less effective teachers. A 2016 report on the state of the teaching profession in North Carolina found that, for teachers at every experience level, those who left the profession had lower overall evaluation ratings and lower effects on student growth than teachers who stayed. The graph below shows the picture for student growth. The blue line shows the growth scores for teachers who remained as teachers in North Carolina, and the red line shows those who left. We don’t know if this is a story of correlation or causation, but at least North Carolina can now point to data showing that they’re retaining the best teachers.
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- Higher turnover of less effective probationary teachers. Similar to the outcomes in North Carolina, a 2014 study of New York City public schools found that teachers who had their probationary periods extended — that is, who were told they weren’t effective enough at that time to earn tenure — voluntarily left their teaching positions at higher rates. Although New York wasn’t actively dismissing low-performers, this notice was enough to “nudge” them to consider other professions.
- Improvement of overall teacher quality. A study of DC Public Schools’ (DCPS) teacher evaluation system, IMPACT, shows that the evaluation system encouraged the voluntary turnover of low-performing teachers. When the lower performing teachers left the district, leaders in the district filled the open teaching positions with new teachers who were more effective than the ones who left. The result has been a rise in overall teacher quality in DCPS.
These and other teacher evaluation studies are complicated. They are not prone to eye-catching headlines. But nonetheless, teacher evaluation systems may be quietly having an effect on which teachers stay in the profession and, ultimately, whether students are learning.