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 York reports some school-level data that can help support the equitable distribution of teacher talent.
New York collects and publicly reports some 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. However, it does report on the ratio of new to veteran teachers and the percentage of teachers without appropriate certification for each school. New York also reports on the percentage of highly qualified teacher and teacher turnover at the school level, but it does not report the teacher absenteeism rate.
New York State School Report Card 2009-2010 https://reportcards.nysed.gov/files/2009-10/AOR-2010-280502060014.pdf
Use a teacher quality index to report publicly about each school.
New York 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 York 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.
New York should collect and report other school-level data that reflect the stability of a school's faculty, including the teacher absenteeism rate.
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 York recognized the factual accuracy of this analysis.