Identifying Effective Teachers Policy
The state should publicly report districts' distribution of teacher talent among schools to identify inequities in schools serving disadvantaged children.
Providing comprehensive reporting may be the state's most important role for ensuring the equitable distribution of teachers among schools. Alaska reports little school-level data that can help support the equitable distribution of teacher talent among schools within districts.
Alaska does not collect or publicly report most of the data recommended by NCTQ. The state lacks a school-level teacher quality index that indicates the academic backgrounds of a school's teachers as well as the ratio of new to veteran teachers. Alaska also does not report on teacher absenteeism or turnover rates.
Alaska does report on the percentage of highly qualified teachers. Commendably, these data are reported for each school, rather than just aggregated by district. The state is also commended for comparing the percentage of highly qualified teachers at high- and low- poverty schools statewide.
Alaska School Report Card 2009-2010 http://www.eed.state.ak.us/reportcardtothepublic/ Alaska State Report Card to the Public 2009-2010 http://www.eed.state.ak.us/reportcard/2009-2010/reportcard2009-10.pdf
Use a teacher quality index to report publicly about each school.
A teacher quality index, such as the one developed by the Illinois Education Research Council, with data including teachers' average SAT or ACT scores, the percentage of teachers failing basic skills licensure tests at least once, the selectivity of teachers' undergraduate colleges and the percentage of new teachers, can shine a light on how equitably teachers are distributed both across and within districts. Alaska should ensure that individual school report cards include such data in a manner that translates these factors into something easily understood by the public, such as a color-coded matrix indicating a school's high or low score.
Publish other data that facilitate comparisons across schools.
Alaska should collect and report other school-level data that reflect the stability of a school's faculty, including the rates of teacher absenteeism and turnover.
Provide comparative data based on school demographics.
As Alaska does with highly qualified teachers, the state should provide comparative data for schools with similar poverty and minority populations. This would yield a more comprehensive picture of gaps in the equitable distribution of teachers.
Alaska recognized the factual accuracy of this analysis.