2011 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. California reports some school-level data that can help support the equitable distribution of teacher talent among schools within districts.
California does not collect or publicly report on most of the data recommended by NCTQ. The state does not provide a school-level teacher index that demonstrates the academic backgrounds of a school's teachers. California does not report teacher absenteeism or turnover rates.
California does report on the percentage of teachers on emergency credentials, the percentage of highly qualified teachers, teacher vacancies and teacher "misassignments." 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 at high- versus low-poverty schools for each district. California's Highly Qualified Teacher Plan, published in November 2006, reports on the disparities between the percentages of highly qualified teachers relative to poverty levels and minority populations, but the data has not been updated.
California Highly Qualified Teacher Plan http://www.ed.gov/programs/teacherqual/hqtplans/ca.doc School Accountability Report Card 2009-2010 http://www.cde.ca.gov/ta/ac/sa/
Use a teacher quality index to report publicly about each school.
California is commended for reporting the percentage of teachers on emergency credentials, the percentage of highly qualified teachers, teacher vacancies and misassignments by school as well as comparing the percentage of highly qualified teachers at high- versus low-poverty schools. However, the state should utilize a teacher quality index with such data as 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. This can shine a light on how equitably teachers are distributed both across and within districts. California should ensure that individual school report cards should 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.
California 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 California 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 California has ensured that some of its data are up-to-date, the state should update its Highly Qualified Teacher Plan, which the state has not done since 2006.
California recognized the factual accuracy of this analysis.