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Equitable Distribution: Arkansas

Identifying Effective Teachers Policy

Look at National Findings
Goal

The state should publicly report districts' distribution of teacher talent among schools to identify inequities in schools serving disadvantaged children.

Meets a small part of goal
Suggested Citation:
National Council on Teacher Quality. (2011). Equitable Distribution: Arkansas results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/AR-Equitable-Distribution-8

Analysis of Arkansas's policies

Providing comprehensive reporting may be the state's most important role for ensuring the equitable distribution of teachers among schools. Arkansas reports little school-level data that can help support the equitable distribution of teacher talent.

Arkansas does not collect or publicly report most of the data recommended by NCTQ. The state does not provide a school-level teacher quality index that demonstrates the academic backgrounds of a school's teachers as well as the ratio of new to veteran teachers. Arkansas also does not report on teacher absenteeism or turnover rates.

Arkansas does report on the percentage of teachers on emergency credentials and the percentage of highly qualified teachers. Commendably, these data are reported for each school, rather than aggregated by district. The state is also commended for comparing the percentage of highly qualified teachers in high- and low-poverty schools statewide. Arkansas' Highly Qualified Teacher Plan, published in September 2006, reported on the disparities in the percentage of highly qualified teachers relative to minority populations as well as poverty level, but these data have not been updated. This plan also includes data on average years of teaching experience.

Citation

Recommendations for Arkansas

Use a teacher quality index to publicly report 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. Arkansas 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.
Arkansas 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 Arkansas 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. 

Ensure that data are current.
Although Arkansas has ensured that some of its data are up-to-date, the state should update its Highly Qualified Teacher Plan, which it has not done since 2006.

State response to our analysis

Arkansas recognized the factual accuracy of this analysis.

    • Best practice
    • Meets goal
    • Nearly Meets goal
    • Meets goal in part
    • Meets a small part of goal
    • Does not meet goal

  • Arkansas

    Arkansas map
Induction
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Delivering Well Prepared Teachers
Expanding the Pool of Teachers
Identifying Effective Teachers
Retaining Effective Teachers
Exiting Ineffective Teachers
Research rationale

For comprehensive review of the literature on teacher quality and distribution, see Jennifer Rice King, "The Impact of Teacher Experience: Examining the Evidence and Policy Implications" CALDER: Urban Institute (August 2010). For more about how poor and minority children do not get their fair share of high-quality teachers, read L. Feng and T. Sass, "Teacher Quality and Teacher Mobility." National Center for Analysis of Longitudinal Data in Education Research (2011); T. Sass et al, "Value Added of Teachers in High-Poverty Schools and Lower-Poverty Schools." CALDER Institute (2010); and Education Trust, Teaching Inequality: How Poor and Minority Children are Shortchanged on Teacher Quality (Washington, DC: Education Trust, 2006).

Education Trust also produced an analysis of the first set of state Equity Plans that pointed out the inadequacies of most states' data systems to produce reliable information about teacher qualifications and experience levels in schools disaggregated by poverty and racial composition of schools. Although almost all states were required to resubmit their plans and earned approval for them, many of the shortcomings of state data systems remained. For example, few states are equipped to identify by school, teachers' years of experience, meaning they cannot identify the ratio of new teachers to the full school staff. See Education Trust, Missing the Mark: An Education Trust Analysis of Teacher-Equity Plans (Washington, DC: Education Trust, 2006).

For an example of a teacher quality index, see White, Bradford R.; Presley, Jennifer and DeAngelis, Karen J. Leveling Up: Narrowing the Teacher Academic Capital Gap in Illinois. Illinois Education Research Council: IERC 2008-1 http://ierc.siue.edu/documents/IERC2008-1.pdf.

For more about teachers' effectiveness in the early years of teaching, see Identifying Effective Teachers Using Performance on the Job by Robert Gordon, Thomas J. Kane, and Douglas O. Staiger at: The Hamilton Project, http://www.brookings.edu/views/papers/200604hamilton_1.pdf (2009);

See also Jennifer Rice King, Teacher Quality: Understanding the Effectiveness of Teacher Attributes (Washington, DC: Economic Policy Institute, 2003).

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