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. New Jersey reports some school-level data that can help support the equitable distribution of teacher talent.
New Jersey collects and publicly reports some of the data recommended by NCTQ. Although the state does not provide a school-level teacher quality index that demonstrates the academic backgrounds and experience of a school's teacher, New Jersey does report on the percentage of teachers on emergency credentials. The state also reports on the percentage of highly qualified teachers and teacher absenteeism and turnover at each school.
2009-2010 New Jersey Highly Qualified Teacher Survey Results http://www.nj.gov/education/data/hqt/10/ 2010 New Jersey NCLB School Report Card http://education.state.nj.us/rc/rc10/index.html 2010 New Jersey School Report Card http://education.state.nj.us/rc/rc10/dataselect.php
Use a teacher quality index to report publicly about each school.
New Jersey is commended for reporting more school-level data than most states. However, the state should utilize a teacher quality index, with such data as with 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. New Jersey 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.
Provide comparative data based on school demographics.
Providing comparative data for schools with similar poverty and minority populations would yield an even more comprehensive picture of gaps in the equitable distribution of teachers.
New Jersey recognized the factual accuracy of this analysis.