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. Pennsylvania reports little school-level data that can help support the equitable distribution of teacher talent.
Pennsylvania 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. Pennsylvania also does not report on teacher absenteeism or turnover rates.
Pennsylvania does report on the percentage of highly qualified teachers for each school and each school is identified as either high- or low-poverty or neither. The state is commended for comparing the average percent of highly qualified teachers in high- and low-poverty schools. Pennsylvania also reports on the percentage of teachers with emergency certification statewide.
Pennsylvania's 2008-2009 Highly Qualified Teacher Data Results http://www.portal.state.pa.us/HQT%20data%202008-09%20with%20Poverty%20Quartile.xls PA's 2008-2009 Highly Qualified Teacher Data Results http://www.portal.state.pa.us/PAs2008-2009HQTDataResults_4_10.pdf 2009-2010 State Report Card http://www.portal.state.pa.us/Report_Card_State_2009_2010.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. Pennsylvania 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.
Pennsylvania 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 Pennsylvania does with highly qualified teachers, 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.
Pennsylvania disagreed with the statement that is reports little school-level data that can help support the equitable distribution of teacher talent. Pennsylvania asserted that its report card reflects the percentage of highly qualified teachers/not highly qualified teachers for the state, district, and school level but not by teaching area.
NCTQ's analysis acknowledges that Pennsylvania reports school-level data about highly qualified teachers. In terms of the data NCTQ recommends that states report, this is comparatively little.