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. Nevada reports little school-level data that can help support the equitable distribution of teacher talent.
Nevada 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 and the ratio of new to veteran teachers. Nevada also does not report on teacher turnover rates.
Nevada does report on the percentage of highly qualified teachers and the average teacher attendance rate. Commendably, these data are reported for each school, rather than aggregated by district. The state compares highly qualified teacher data at high- and low-poverty schools and Nevada's Equity Plan for 2009-2010 includes data comparing teacher experience at high- and low-poverty schools.
Nevada Annual Reports of Accountability 2009-2010 http://www.nevadareportcard.com/ 2009-2010 Nevada Plan for Equitable Distribution of Teachers http://nde.doe.nv.gov/Accountability/NCLB/2010-10-01_NV_EDT_Plan.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. Nevada 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.
Nevada should collect and report other school-level data that reflect the stability of a school's faculty, including the rate of teacher turnover.
Provide comparative data based on school demographics.
As Nevada does for highly qualified teachers and teaching experience, 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.
Nevada recognized the factual accuracy of this analysis.