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. Connecticut reports some school-level data that can help support the equitable distribution of teacher talent among schools within districts.
Although Connecticut does not provide a school-level teacher quality index that demonstrates the academic backgrounds of a school's teachers, the state does collect and publicly report on the percentage of highly qualified teachers, teacher absenteeism rates and turnover rates, average teacher experience and the percentage of teachers with two years' experience or less. Commendably, these data are reported for each school, rather than aggregated by district. Furthermore, the state reports on the poverty and minority percentages at both the district and state level and compares the percentages of highly qualified teachers at high- and low-poverty schools as well as high- and low-minority population schools.
Connecticut NCLB District Report Card 2009-2010 http://ctayp.emetric.net/District/SchoolList/10064 Connecticut NCLB School Report Card 2009-2010 http://ctayp.emetric.net/School/Index/10064/2067 Connecticut Strategic School Profile 2008-2009 http://sdeportal.ct.gov/Cedar/WEB/ResearchandReports/SSPReports.aspx Connecticut Education Data and Research http://sdeportal.ct.gov/Cedar/WEB/ct_report/CedarHome.aspx
Use a teacher quality index to report publicly about each school.
Connecticut is commended for reporting more school-level data than most states, including teacher absenteeism and turnover rates. However, the state should consider adopting 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. This can shine a light on how equitably teachers are distributed both across and within districts. 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.
Provide comparative data based on school demographics.
As Connecticut 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.
Connecticut was helpful in providing NCTQ with facts that enhanced this analysis.