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. Oregon reports little school-level data that can help support the equitable distribution of teacher talent.
Oregon 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. Oregon also does not report on teacher absenteeism or turnover rates.
Oregon does report on the percentage of teachers on emergency credentials, the average number of years of teacher experience, and the percentage of highly qualified teachers. Commendably, these data are reported for each school, rather than aggregated by district. Oregon is also commended for comparing the average percentage of highly qualified teachers in high- and low-poverty schools.
Oregon School Report Card 2009-2010 http://www.ode.state.or.us/data/reportcard/RCpdfs/11/11-ReportCard-915.pdf Oregon District Report Card 2009-2010 http://www.ode.state.or.us/data/reportcard/RCpdfs/11/11-ReportCard-2180.pdf Oregon Statewide Annual Report Card 2009-2010 http://www.ode.state.or.us/data/annreportcard/rptcard2010.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. Oregon 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.
Oregon 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 Oregon 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.
Oregon recognized the factual accuracy of this analysis. Oregon agreed that teacher absenteeism and turnover are data that should be retrievable and would be a good metric to study longitudinally.