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 states' most important role for ensuring the equitable distribution of teachers among schools. The District of Columbia reports little school-level data that can help support the equitable distribution of teacher talent.
The District does not collect and report most of the data recommended by NCTQ. The District does not provide a school-level teacher quality index that demonstrates the academic backgrounds of a school's teachers and the ratio of new to veteran teachers. It also does not report on teacher absenteeism or turnover rates.
The District of Columbia does report on the percentage of highly qualified teachers for each school. The District is commended for comparing the percentage of highly qualified teachers at high- and low-poverty schools.
DC Highly Qualified Teacher Report Card http://osse.dc.gov/publication/2009-10-school-data DC 2009-2010 State Report Card http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2009-2010_district_of_columbia_state_report_card.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. The District of Columbia 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.
The District of Columbia 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 the District of Columbia does with highly qualified teachers, it 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.
The District of Columbia noted that it provides school and LEA experience data.